Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors.

By Gwynne O. Kohl, Liliana J. Lengua, R. McMahon. Journal of School Psychology, 2000

660 citations recorded by the source corpus.

Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/858d7ffcd4a1ffdd206f526c8c4a0a079402316a

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Citations in the corpus

The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review (2003, background): “6.10 In exploring these differences, Kohl et al (2000) reported a study of family factors which potentially put parental involvement at risk.”
Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education (2007, background): “It has been argued that parents who are more highly educated place a greater value on education, and therefore, get more involved in their children's educational activities (Kohl et al., 2000).”
Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. (2003, methodology): “…influence of parent–school involvement on school performance, the effects and the pathways of influence varied by type of involvement (i.e., home, school, teacher impressions) and targeted outcomes (math, reading; Epstein, 1995; Grolnick & Slowiaczek, 1994; Kohl et al., 2000; Tangri & Moles, 1987).”
Congruence in Parent-Teacher Relationships (2014, background): “This may explain the conclusions of Kohl et al. (2000), who reported that the quality of the parent-teacher relationship is more predictive of child outcomes than the amount of contact between parents and teachers.”
Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders. (2004, neutral): “Since then, our work (Hoover-Dempsey, Walker, & Sandler, in press; Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, in press) and that of others (e.g., Epstein & Van Voorhis, 2001; Kohl, Lengua, & McMahon, 2002; Simon, 2004) has underscored the Importance of teacher invitations in motivating ”
Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. (2004, background): “…of seventh grade, teachers completed the 21-item Parent–Teacher Involvement Questionnaire (The Conduct Problems Prevention Research Group, 1995; Kohl et al., 2000), which asks teachers to rate on 5-point scales how often they have phoned, written, or had face-to-face communication with the…”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “Bandura and colleagues (1996), for example, reported that parents with stronger efficacy for managing and promoting middle schoolers’ academic development were more likely than were lower-efficacy parents to support children’s educational activities and develop students’ self-management skills for…”
Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement (2009, methodology): “In addition to outlining types of parental involvement strategies, prior research has demonstrated ethnic differences in mean levels of parental involvement strategies (Baker & Stevenson, 1986; Kohl et al., 2000), parents’ beliefs about involvement (Lareau, 1987; Lynch & Stein, 1987), and the relati”
Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development (2008, background): “Kohl et al. (2000) identified six discrete factors of parent involvement, and Walker, Wilkins, Dallaire, Sandler, and Hoover-Dempsey (2005) demonstrated the importance of distinguishing between parents’ specific involvement behaviors and their affective valence regarding school.”
Do parents know they matter? Engaging all parents in learning (2008, neutral): “1986 , 1993 ; Kohl, Lengua and McMahon 2000 ; Muller 1995 ; Overstreet etal.”
Changing patterns of parent–teacher communication and parent involvement from preschool to school (2015, result): “These results are consistent with other research finding that low levels of parent education are related to less parent involvement (Fantuzzo et al., 2000; Kohl et al., 2000).”