The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better

By E. Pomerantz, Elizabeth A. Moorman, Scott Litwack. 2007

1,209 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ddd9741a0a70199139ed13da991a9f88d12d7821

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In Clinical Psychology

In Education

Citations in the corpus

Intensive Parenting: Does it Have the Desired Impact on Child Outcomes? (2014, background): “Thus, it is not surprising to see children with parents who are actively involved and provide developmentally appropriate structure exhibit greater competence and academic performance during the school years (Fan and Chen 2001; Grolnick and Ryan 1989; Pomerantz et al. 2007).”
The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “positive affect, and positive beliefs about children’s potential appears particularly beneficial for lower-achieving children ( Pomerantz et al. 2007 ).”
Parents’ Relationships and Involvement: Effects on Students’ School Engagement and Performance (2008, background): “Pomerantz, Moorman, and Litwack (2007) found that parents’ behavioral involvement enhances students’ achievement because it fosters students’ motivation and engagement in school.”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Pomerantz et al. (2005, 2007) indicated four qualitatively different but dynamically related dimensions of parent involvement in homework: autonomy support vs. control (i.e., parents support children in developing their own schedules for doing homework vs. parents make decisions without children’s…”
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, background): “…involvement may not always be beneficial, several researchers have suggested that the quantity and quality of parental involvement be distinguished (Balli, Wedman, & Demo, 1997; Grolnick, 2003; Hoover-Dempsey et al., 2005; Hyde, Else-Quest, Alibali, Knuth, & Romberg, 2006; Pomerantz et al., 2007).”
The Impact of Basic-Level Parent Engagements on Student Achievement: Patterns Associated with Race/Ethnicity and Socioeconomic Status (SES) (2011, methodology): “Sui-Chu and Willms (1996) conducted a study with a large representative sample of U.”
The relationship between parental literacy involvement, socio-economic status and reading literacy (2017, background): “Moreover, parental involvement in the educational sphere can be directed to the school (e.g. contact/ meetings with teachers, participating in school meetings) and/or to the home environment (e.g. helping with homework and discussing topics with the child) (Pomerantz, Moorman, and Litwack 2007).”
The frequency of parents' reading-related activities at home and children's reading skills during kindergarten and Grade 1☆ (2012, background): “According to the recent literature review on the topic (Pomerantz et al., 2007), parental involvement which is autonomy supportive, process focused, and includes positive affect and positive beliefs is the most beneficial for children's skills and motivation.”