The relationship between school achievement and paternal involvement in children’s school activities as judged by headmasters in the 2017 national assessment of basic competencies (Nabc)

Koltói, Lilla (2019) The relationship between school achievement and paternal involvement in children’s school activities as judged by headmasters in the 2017 national assessment of basic competencies (Nabc). Psychologia Hungarica Caroliensis, 7 (2). pp. 190-212. ISSN 2064-2504

Preview

Text EPA02497_PsychologiaHungaricaCaroliensis_2019_02_190-212.pdf Download (4MB) | Preview

Abstract

Parents’ involvement into their children’s learning process can be explained in different ways. It is one of the most important parental tasks, and parents are expected to help children with their studies. On the other hand, when children succeed due to the parental help, it increases the parents’ perceived self-efficacy. Besides schools play important role in parents’ involvement, if they invite, ask or demand parents to engage in school and/or learning affairs, these acts probably truly increase their involvement (Avvisati et al.). Involvement means higher aims and expectations as well. According to research results, higher parental expectations correlate with higher achievement (Yamamoto & Holloway, 2010). In our study, the relationship of parental involvement and student achievement is examined in two aspects: parent – school relationship and parental expectation toward school on the sample of the National Assessment of Basic Competencies (NABC). Our results prove the correlation within certain limitations.

Actions (login required)

Edit Item