{"title":"Fifty years of parental involvement and achievement research: A second-order meta-analysis","authors":"Sungwon Kim","doi":"10.1016/j.edurev.2022.100463","DOIUrl":null,"url":null,"abstract":"<div><p><span>The main goal of this study is to synthesize the results of past meta-analyses including studies published over the past 50 years examining the relation between parental involvement and student academic achievement for school-age children (grades K-12) in naturally occurring </span><em>and</em><span> intervention studies. Based on a total of 23 meta-analyses examining the relation between parental involvement and achievement encompassing 1,177 primary studies, we conclude that there is a positive association between parental involvement and achievement. The random effects’ mean effect size was 0.18 for observational studies and 0.16 for intervention studies. We note that both naturally occurring and intervention PI studies found null effects for homework involvement. As for type of involvement, our results were consistent with Wilder (2014), pointing to the strongest effect for parent expectations and aspirations and mixed results for homework help.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"37 ","pages":"Article 100463"},"PeriodicalIF":9.6000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X2200032X","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
The main goal of this study is to synthesize the results of past meta-analyses including studies published over the past 50 years examining the relation between parental involvement and student academic achievement for school-age children (grades K-12) in naturally occurring and intervention studies. Based on a total of 23 meta-analyses examining the relation between parental involvement and achievement encompassing 1,177 primary studies, we conclude that there is a positive association between parental involvement and achievement. The random effects’ mean effect size was 0.18 for observational studies and 0.16 for intervention studies. We note that both naturally occurring and intervention PI studies found null effects for homework involvement. As for type of involvement, our results were consistent with Wilder (2014), pointing to the strongest effect for parent expectations and aspirations and mixed results for homework help.
期刊介绍：
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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