Parental involvement on student academic achievement: A meta-analysis

By M. Castro, Eva Expósito-Casas, Esther López-Martín, Luis Lizasoain, Enrique Navarro-Asencio, J. Gaviria. 2015

826 citations recorded by the source corpus.

Abstract This paper is a quantitative synthesis of research into parental involvement and academic achievement through a meta-analysis of 37 studies in kindergarten, primary and secondary schools carried out between 2000 and 2013. Effect size estimations were obtained by transforming Fisher's correlation coefficient. An analysis has also been conducted of the heterogeneity of the magnitudes grouped according to different moderator variables, and a study of the publication bias affecting meta-analytical studies. The results show that the parental models most linked to high achievement are those focusing on general supervision of the children's learning activities. The strongest associations are found when the families have high academic expectations for their children, develop and maintain communication with them about school activities, and help them to develop reading habits.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/84e3d00bb6e4608ea9d484b68e6909c13f2908c0

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In Clinical Psychology

1. T. Willemse
2. Jing Yuan
3. Huilan Y. Krenn
4. Sung Won Kim
5. Shanshan Hu
6. Jianping Shen
7. Xin Ma

In Education

1. T. Willemse
2. Melissa Bond
3. S. Wu
4. Yi Tang
5. Jing Yuan
6. Yang Dong
7. Huilan Y. Krenn
8. Sung Won Kim

Citations in the corpus

• Family-school partnerships: a challenge for teacher education (2018, background): “…between educational institutions, teachers and families can influence pupils’ and students’ academic achievements, social development and sense of wellbeing in all levels of education (inter alia Boonk et al. 2018; Castro et al. 2015; Desforges and Abouchaar 2003; Epstein 2001/2011; Jeynes 2007).”
• Meta-Analysis of Parental Involvement and Achievement in East Asian Countries (2020, background): “We conclude that parental involvement in East Asia might not be radically different from other countries, although it is weaker descriptively compared with previous studies and other samples, but we note that this might be due to the more recent period we cover, as our results are very comparable to”
• The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, background): “Differential Effect of Home Literacy Environment Factors on Children’s Reading Comprehension The effect of PLB on students’ reading comprehension development found in this study is different from that in Castro et al. (2015) research.”
• Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “Given the influence that parents can have on student engagement, well-being and learning achievement (Castro et al., 2015; Doctoroff & Arnold, 2017; Wong et al., 2018), and that there can often be a disconnect between what schools think parents know about flipped learning and engage in, and what…”
• A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education (2015, methodology): “In Castro et al. (2015) (37 studies), the relationship is strengthened Bwhen the families have high academic expectations for their children, develop and maintain communication with them about school activities, and help them to develop reading habits^ (p. 33).”