Do parents’ beliefs and life context affect parental involvement in preschool education?
DOI:
https://doi.org/10.17979/reipe.2019.6.2.5742Keywords:
Hoover-Dempsey & Sandler, home, school, parental involvement, parental beliefsAbstract
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.
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