Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies that Promote Achievement

Autor/inn/en	Hill, Nancy E.; Tyson, Diana F.
Titel	Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies that Promote Achievement
Quelle	In: Developmental Psychology, 45 (2009) 3, S.740-763 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0015362
Schlagwörter	Socialization; Parent Participation; Academic Achievement; Early Adolescents; Family Relationship; Parent School Relationship; Developmental Stages; Middle Schools; Family Role; Family School Relationship; Meta Analysis; Homework; Correlation + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Middle school; Mittelschule; Mittelstufenschule; Meta-analysis; Metaanalyse; Hausaufgabe; Korrelation
Abstract	Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence. (Contains 1 figure, 9 tables, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10