Do parents’ beliefs and life context affect parental involvement in preschool education?
Article Sidebar
Main Article Content
Abstract
Studies on parental involvement are numerous but less research has been done analyzing what drives parents to get involved. That is why we have used the model developed by Hoover-Dempsey, and Sandler and its revision by Walker, Wilkins, Sandler and Hoover-Dempsey, to study parental involvement at home and at school. Participants were 100 parents (28 fathers and 72 mothers) who had preschool children. Scales informed in Walker et al were used. We related parental involvement at home and at school to parental role construction variables (i.e. beliefs about their role and about school valence) and parental life context (i.e. have time/energy and knowledge/skills to get involved). Our aims were to study parents’ role construction, life context and involvement depending on their gender and their education; and to analyse the relationships between role construction, life context and involvement. Data showed that fathers perceived that they had less time and energy than mothers. As their education increased, parents thought that they had more knowledge about school and more skills to communicate with their children about school. There were no significant differences in parental involvement depending on gender and education. Parental knowledge and skills were significantly related to parental involvement. These results have clear implications in education.
Keywords:
Downloads
Article Details
References
Allen, S., & Daly, K. (2007). The Effects of Father Involvement: An Updated Research Summary of the Evidence Inventory. Guelph: Centre for Families, Work & Well-Being, University of Guelph.
Álvarez Blanco, L. (2019). Modelos teóricos de implicación educativa familiar: responsabilidades compartidas entre centros educativos, familias y comunidad. Aula Abierta, 48, 19-30. https://doi.org/10.17811/rifie.48.1.2019.19-30
Anderson, K.J., & Minke, K.M. (2007). Parent Involvement in Education: toward an Understanding of Parents' Decision Making. The Journal of Educational Research, 100(5), 311-323. https://doi.org/10.3200/JOER.100.5.311-323
Baker, C.E. (2018). When daddy comes to school: father–school involvement and children’s academic and social–emotional skills. Early Child Development and Care, 188(2), 208-219. https://doi.org/10.1080/03004430.2016.1211118
Blasco, J. (2018). ¿Los programas para fomentar la implicación parental en la educación sirven para mejorar el rendimiento escolar? Fundación Jaume Bofill e Institut Catalá d’Avaluació de Polítiques Públiques. Recuperado de http://www.ivalua.cat/documents/1/10_10_2018_13_51_55_Que_funciona_11_castella.pdf
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001
Epstein, J. L. (2001). Building bridges of home, school, and community: The importance of design. Journal of education for students placed at risk, 6(1), 161–168. https://doi.org/10.1207/S15327671ESPR0601-2_10
Epstein, J.L. (2007). Improving Family and Community Involvement in Secondary Schools. Principal Leadership, 16-22.
Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., Jansorn, N.R., … Williams, K.J. (2019). School, Family, and Community Partnerships: Your Handbook for Action. Fourth Edition. Thousand Oaks, CA: Corwin Press.
Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 13, 1-22. https://doi.org/10.1023/A:1009048817385
Fan, W., Li, N., & Sandoval, J.R. (2018). A reformulated model of barriers to parental involvement in education: comment on Hornby and Lafaele (2011). Educational Review, 70, 120-127. https://doi.org/10.1080/00131911.2018.1388614
Fan, W., Williams, C.M., & Wolters, C.A. (2012) Parental Involvement in Predicting School Motivation: Similar and Differential Effects across Ethnic Groups. The Journal of Educational Research, 105, 21-35. https://doi.org/10.1080/00220671.2010.515625
Godás, A., Lorenzo, M., Santos Rego, M.A., & García- Álvarez, J. (2019). El entorno del proceso de implicación familiar: bases empíricas para el diseño de un programa de intervención. SIPS – Pedagogía Social. Revista Interuniversitaria, 34, 81-96. https://doi.org/10.7179/PSRI_2019.34.06
Hill, N.E., & Tyson, D.F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 745-763. https://doi.org/10.1037/a0015362
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42. https://doi.org/10.3102/00346543067001003
Hoover-Dempsey, K.V., Walker, J.M.T., Sandler, H.M, Whetsel, D., Green, C.L., Wilkins, A.S. & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. https://doi.org/10.1086/499194
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: an explanatory model. Educational Review, 63, 37-52. https://doi.org/10.1080/00131911.2010.488049
Instituto Nacional de Estadística, INE (2018). Anuario estadístico de España. Recuperado de: https://www.ine.es/prodyser/pubweb/anuario18/anu18_03educa.pdf
Jaspen, D. (2012). Parent´s motivations for involvement in their children´s education. (Doctoral Dissertation). Recuperado de: https://search.proquest.com/psycinfo/docview/935993675/fulltextPDF/F8940D8166942C7PQ
/1?accountid=17197 . New York, NY: The City University of New York.
Kim, E.M., & Sheridan, S.M. (2015). Foundational aspects of family-school connections: Definitions, conceptual frameworks, and research needs. En E. M. Kim & S.M. Sheridan, Foundational aspects of Family-school partnerships research (pp. 1-14). Switzerland: Springer International Publishing.
Lau, E.Y.H., Li, H. & Rao, N. (2011). Parental involvement and children´s readiness for school in China. Educational Research, 53(1), 95-113. https://doi.org/10.1080/00131881.2011.552243
López Larrosa, S., Pardo Garea, M.J., Núñez Torrado, S., Seoane, A., Mediavilla, L., Sánchez Vales, B., Ballesteros, A., López Ozores, I., Pacheco, L.M., & Riera, M. (2014). Propiedades psicométricas de la versión castellana del cuestionario de evaluación de la implicación parental en el hogar FSQ. En T. Ramiro y M.T. Ramiro (Comps), Avances en Ciencias de la Educación y del Desarrollo (pp. 526-532). Granada: Asociación Española de Psicología Conductual (AEPC).
Ministerio de Educación, Cultura y Deporte (2014). Participación de las familias en la educación escolar. Madrid: Ministerio de Educación, Cultura y Deporte.
Rogers, M., Markel, M. A., Midgett, J. D.; Ryan, B., & Tannock, R. (2014). Measuring children’s perceptions of parental involvement in conjoint behavioral consultation: Factor structure and reliability of the Parental Support for Learning Scale. Assessment for effective intervention, 39(3), 170-181. https://doi.org/10.1177/1534508413493110
Rogers, M. A., Theule, J., Ryan, B. A. y Keating, L. (2009). Parental involvement and children’s school achievement. Evidence for mediating processes. Canadian Journal of School Psychology, 24(1), 34-57. https://doi.org/10.1177/0829573508328445
Santos Rego, M. A. (2015). El poder de la familia en la educación. Madrid: Síntesis.
Walker, J.M.T., Shenker, S., Hoover-Dempsey, K. (2010). Why Do Parents Become Involved in Their Children's Education? Implications for School Counselors. Professional School Counseling, 14, 27-41. https://doi.org/10.1177/2156759X1001400104
Walker, J.M.T., Wilkins, A.S., Dallaire, J.R., Sandler, H.M. & Hoover-Dempsey, K.V. (2005). Parental involvement: model revision through scale development. The Elementary School Journal, 106(2), 85-104. https://doi.org/10.1086/499193
Zanoni, L., Warburton, W., Bussey, K., & McMaugh, A. (2013). Fathers as ‘core business’ in child welfare practice and research: An interdisciplinary review. Children and Youth Services Review, 35(7), 1055-1070. https://doi.org/10.1016/j.childyouth.2013.04.018