Abstract
This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 855-890 |
| Number of pages | 36 |
| Journal | Psychological Bulletin |
| Volume | 145 |
| Issue number | 9 |
| DOIs | |
| State | Published - Sep 2019 |
Bibliographical note
Funding Information:This research was supported in part by the National Science Foundation Grant ECR 1561723. Data for this article can be found in the online repository of the Open Science Framework via the following link: https:// osf.io/gp3qn.
Funding Information:
This research was supported in part by the National Science Foundation Grant ECR 1561723. Data for this article can be found in the online repository of the Open Science Framework via the following link: https://osf.io/gp3qn.
Publisher Copyright:
© 2019 American Psychological Association.
Keywords
- Achievement
- Family engagement
- Motivation
- Parent involvement
- Parenting