Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

The influence of parental involvement on students' math performance: a meta-analysis

Introduction

Many studies have confirmed that parental involvement can affect students' academic performance, but few focus on the influence of parental involvement on students' math performance by using meta-analysis. This meta-analysis investigates the influence of parental involvement on students' math performance, along with their moderators.

Methods

Through searching Google Scholar, ERIC, EBSCO, Web of Science and ProQuest databases, a total of 25 empirical studies between 2015 to 2024 were published and 42 independent effect sizes were included. The estimation of effect size was obtained by converting the Fisher's correlation coefficient and investigating the publication bias that affects meta-analysis studies. This study also conducted heterogeneity tests of the magnitudes grouped according to different moderators.

Results and discussion

The results found parental involvement to had a significantly positive influence on the math performance of students. The analysis of moderating variables found participant, involvement type, grade level, geographical region, and evaluation content all had moderating effects. Finally, the research findings were discussed and suggestions were provided for how parents can be more effectively involved in students' mathematical learning.

The role of parenting- and employment-related variables on fathers' involvement in their children's education

BACKGROUND

Parent involvement strongly correlates with children's educational attainment. Sociocultural shifts in parenting roles and shared responsibilities have driven an increase in the need for involvement of fathers in activities to support their children's educational development. Several factors are thought to influence father involvement in children's education; however, the most salient factors remain unclear.

AIMS

To examine which variables correlate with father involvement in their children's education using a combination of demographic, parent-related and employment-related variance.

SAMPLE

A total of 166 fathers of at least one child aged 6-17 years and residing across five industrialized Western countries participated in an online survey.

METHOD

Hierarchical multiple regression analysis (HMRA) was performed to examine the total and incremental variance using regression models including demographic, parenting- and employment-related variables linked to educational involvement.

RESULTS AND CONCLUSIONS

The variables included in the current study could explain a large and statistically significant 34% of the variability in fathers' educational involvement. Of these variables, only four were statistically significant in the final model. Specifically, fathers were more likely to be engaged in their children's education when their children were younger, and when parent self-efficacy, positive work-to-family interface and financial anxiety were high. The study's findings indicate that a positive work environment can help fathers better support their children's education, offering a new focus for future interventions and policies. This includes those focused on targeting work-related constructs to optimize family functioning.

The impact of study habits and personal factors on the academic achievement performances of medical students

BACKGROUND

Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.

OBJECTIVES

This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.

METHODS

A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.

RESULTS

The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement (p = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement (p = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found (p = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p = 0.08).

CONCLUSION

The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

Classroom Teachers' Perceived Barriers to Implementing Comprehensive School Physical Activity Programs (TPB- CSPAP): Instrument Development

Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. Purpose: To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. Method: A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation). The final validation phase (N = 520 teachers) included two individual analyses to separately evaluate respondents from elementary (K-5) and secondary levels (6-12). Each group was randomly split to run exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the models. Results: CFA results support models with adequate fit to the data for barriers for elementary, e.g., (SRMR = 0.0726; Bentler CFI = 0.92.79) and secondary (SRMR = 0.0813; Bentler CFI = 0.9374) teachers for whole-school programming. Conclusion: This instrument can be used by school personnel and researchers to understand perceived barriers for classroom teachers to implement a whole-school physical activity program in their context and then follow up to remove or reduce the barriers.

The association between parental internalizing disorders and child school performance

Parents play a crucial role in children's lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children's educational success.

Parental developmental screening with CARE: A pilot hybrid assessment and intervention with vulnerable families in Colombia

Poverty and scarcity of resources make children in low-and-middle-income countries at risk of not reaching their developmental potential. Despite a near-universal interest in risk reduction, effective interventions like enhancing reading skills in parents to diminish developmental delay remain elusive for the great majority of vulnerable families. We undertook a efficacy study for parental use of a booklet called CARE for developmental screening of children between 36 to 60 months old (M = 44.0, SD = 7.5). All participants (N = 50), lived in vulnerable, low-income neighborhoods in Colombia. The study followed a pilot Quasi-Randomised Control Trial design (i.e., control group participants assigned based on non-random criteria) of parent training with a CARE intervention group compared to a control group. Data was analyzed using two-way ANCOVA for sociodemographic variables' interaction with follow-up results and one-way ANCOVA to evaluate the relations between the intervention and post-measurement of developmental delays and cautions and other language related-skills outcomes, while controlling for pre-measurements. These analyses indicated that the CARE booklet intervention enhanced children's developmental status and narrative skills (developmental screening delay items, F(1, 47) = 10.45, p = .002, partial η2 = .182; narrative devices scores, F(1, 17) = 4.87, p = .041, partial η2 = .223). Several limitations (e.g., sample size) and possible implications for the analysis of children's developmental potential are discussed and considered for future research, along with the effects of the COVID-19 pandemic on the closure of preschools and community care centers.

Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective

BACKGROUND

The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement.

AIMS

Using self-determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy-supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random-intercept cross-lagged panel model (RI-CLPM) with the traditional cross-lagged panel model (CLPM).

SAMPLE AND METHODS

A RI-CLPM and a traditional CLPM were applied to 5-year longitudinal data including 1465 secondary school students (M_age at T1 = 10.82 years, SD = 0.62). In both models, we controlled for students' gender, school type, socioeconomic status and cognitive ability.

RESULTS

The results show that the RI-CLPM fitted the data better than the CLPM. Trait-like stability was found for both forms of parental involvement and academic achievement. At the between-person level, controlling involvement related to lower achievement, whereas no correlation between autonomy-supportive involvement and achievement was found. At the within-person level, there were positive reciprocal relations between autonomy-supportive involvement and achievement, whereas controlling involvement was not associated with achievement.

CONCLUSIONS

This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between-person differences and within-person processes into consideration.

Impacts of family environment on adolescents’ academic achievement: The role of peer interaction quality and educational expectation gap

The current study uses a two-wave longitudinal survey to explores the influence mechanism of the family environment on adolescents’ academic achievement. The family environment is measured by parents and children’s reports, including family atmosphere, parent–child interaction, and family rules, to reveal the mediating effect of adolescents’ positive or negative peers between the family environment and academic achievement, and whether the gap between self- and parental educational expectation plays a moderating effect. This study uses the data of the China Education Panel Study (CEPS); the survey samples include 9,449 eighth-grade students (Mage = 13.55 years, SD = 0.70), establishing a multilevel moderated mediating effect model. The results showed (1) the family environment and peer interaction quality can positively predict adolescents’ academic achievement. (2) Using the KHB test, peer interaction quality plays a partial mediating role in the process of family environment positively affecting academic achievement, and the mediating ratio is 27.5%. (3) The educational expectation gap moderates the effect of the family environment on academic achievement and also on peer interaction quality. Therefore, from the perspective of environment and important others, to correctly grasp the academic achievement of junior high school students in the process of socialization, it is necessary to recognize that the family environment, peer interaction quality, and educational expectation gap play an important role.

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students' digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren's metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students' metacognition of assessing credibility. Practical implications and suggestions for students' self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students' digital reading achievement in the post-COVID-19 pandemic era.

Effects of Self-Regulated Learning on Student's Reading Literacy: Evidence From Shanghai

Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.

Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation

Currently, there is much debate about the value of assigning homework. Organizations such as the OECD have concluded that doing more homework is not synonymous with better performance. This study was designed to analyze the mediating role of student motivation in the relationship between the involvement of parents and teachers in homework and the engagement of students in these tasks. Seven hundred and thirty students in Compulsory Secondary Education (7th-10th grade) participated from 14 schools in the north of Spain. Three competing models were developed and tested to study motivational mediation: a non-motivational mediation model (direct effects model); a total motivational mediation model (indirect effects model); and a partial motivational mediation model (mixed effects model). The best model was adjusted according to gender and school year variables. The total mediation motivational model demonstrated the best fit (indirect effects model). The results suggest the total mediation of student motivation in the relationship between the perception of parents' and teachers' involvement in homework and student cognitive engagement in these tasks. Some differences, albeit slight, were observed with respect to gender and school year. The results have clear theoretical and educational implications.