A review of the relationship between parental involvement indicators and academic achievement

By L. Boonk, Hieronymus J. M. Gijselaers, Henk Ritzen, Saskia Brand-Gruwel. Educational Research and Reviews, 2018

703 citations recorded by the source corpus.

Abstract This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first present how individual parental involvement variables correlate with academic achievement based on an age-related classification. Then we move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between parental involvement and academic achievement. Finally, we describe the advancements that were made with studies from the last decade with special focus on the construct of parental involvement. Parental involvement variables that show promises according to their correlations with academic achievement are: (a) reading at home, (b) parents that are holding high expectations/aspirations for their children's academic achievement and schooling, (c) communication between parents and children regarding school, (d) parental encouragement and support for learning.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d7c0e4ac25240909b8ebd4fde061f2d75a5c0ca4

How researchers see this paper

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In Clinical Psychology

1. T. Willemse

In Education

1. Ayse Guveli
2. Sait Bayrakdar
3. Thijs Bol
4. T. Willemse
5. Ruben Vanderlinde
6. Trevor Mutton

Citations in the corpus

• Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK (2020, background): “Parental involvement is known to increase educational achievement in normal times (for a review, see Boonk et al., 2018).”
• 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).”
• Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. (2020, background): “When parents are more involved with schoolwork, cognitive test scores are found to be higher, resulting in higher levels of educational attainment (Boonk et al., 2018).”