Parental school involvement as a moderator of the association between peer victimization and academic performance

2020 ◽

Vol 3 (1) ◽

pp. 507-513

Author(s):

J.O. Enemuo ◽

C .Y. Onyenwe

Keyword(s):

Academic Performance ◽

Primary School ◽

Primary Schools ◽

School Involvement ◽

School Teachers ◽

Primary School Teachers ◽

Good Communication ◽

Anambra State ◽

Parental School Involvement ◽

Research Questions

This study was carried out to investigate the extent of parental-school involvement on pupils’ academic performance in Anambra State. Four research questions and four null hypotheses guided the study. It adopted a descriptive survey research design. Two research questions guided the study. The population of the study consisted of 10,369 primary school teachers and 65,406 parents in Anambra state. The sample size for the study comprised of 736 which made up of 172 primary school teachers and 564 parents whose children/wards are in primary schools in Awka North, Awka south, Anambra, Dunukofia and Njikoka local Government Education Authorities were selected using multi-stage sampling. Data were collected using two structured questionnaires titled “Teachers Response on Parental School Involvement Questionnaire (TRPSIQ) and parent’s response on school involvement questionnaire (PRSIQ). The TRPSIQ and PRSIQ was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded an overall co-efficient of 0.83. mean was used to answer the research questions while standard deviation was used to check the closeness of the respondent’s response to the mean. The findings revealed that teachers and parents rated to a great extent parental involvement in child home-school communication and school volunteering for improvement in pupil’s academic performance. Based on the findings, the researcher recommended among others that schools should create good communication language style that will foster close interaction between the parents and the child as well as the parents and the schools.

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Documentation-status concerns and Latinx parental school involvement.

Translational Issues in Psychological Science ◽

10.1037/tps0000184 ◽

2019 ◽

Vol 5 (1) ◽

pp. 29-41 ◽

Cited By ~ 1

Author(s):

Fernanda L. Cross ◽

Deborah Rivas-Drake ◽

Stephanie Rowley ◽

Erika Mendez ◽

Charo Ledon ◽

...

Keyword(s):

School Involvement ◽

Parental School Involvement ◽

Documentation Status

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Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

Sociology of Education ◽

10.1177/0038040717732332 ◽

2017 ◽

Vol 90 (4) ◽

pp. 355-377 ◽

Cited By ~ 13

Author(s):

Angran Li ◽

Mary J. Fischer

Keyword(s):

Elementary School ◽

First Grade ◽

School Level ◽

School Involvement ◽

School Students ◽

Data Set ◽

Positive Effects ◽

Parental School Involvement ◽

Formal Organizations ◽

Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

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Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

Youth & Society ◽

10.1177/0044118x17717501 ◽

2017 ◽

Vol 51 (6) ◽

pp. 793-813

Author(s):

Jing Zhang ◽

Jyoti Savla ◽

Hsiu-Lan Cheng

Keyword(s):

Social Capital ◽

Young Adulthood ◽

Family Cohesion ◽

Educational Achievement ◽

Cumulative Risk ◽

Immigrant Parents ◽

School Involvement ◽

Mediating Effects ◽

Parental School Involvement ◽

Using Data

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

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Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n22p192 ◽

2017 ◽

Vol 13 (22) ◽

pp. 192

Author(s):

Eboatu, V. N. ◽

Igboka, Doris Oluchukwu

Keyword(s):

Academic Achievement ◽

Local Government ◽

Parental Involvement ◽

Student Performance ◽

Local Government Area ◽

School Involvement ◽

Anambra State ◽

Parental School Involvement ◽

Significant Difference ◽

Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

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