Bacskai, Katinka and Alter, Emese and Dan, Beáta Andrea and Vályogos, Krisztina and Pusztai, Gabriella (2024) Positive or Negative and General or Differentiated Effect? : Correlation between Parental Involvement and Student Achievement. EDUCATION SCIENCES, 14 (9). No. 941. ISSN 2227-7102
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Abstract
Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.
Item Type: | Article |
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Uncontrolled Keywords: | parental involvement; school achievement; SES; Hungary |
Subjects: | L Education / oktatás > L1 Education (General) / oktatás általában |
SWORD Depositor: | MTMT SWORD |
Depositing User: | MTMT SWORD |
Date Deposited: | 25 Sep 2024 12:58 |
Last Modified: | 25 Sep 2024 13:00 |
URI: | https://real.mtak.hu/id/eprint/205877 |
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