Positive or Negative and General or Differentiated Effect? : Correlation between Parental Involvement and Student Achievement

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.

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