Open AccessThe relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.
Author(s) -
Michael M. Barger,
Elizabeth Moorman Kim,
Nathan R. Kuncel,
Eva M. Pomerantz
Publication year - 2019
Publication title -
psychological bulletin
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 10.737
H-Index - 313
eISSN - 1939-1455
pISSN - 0033-2909
DOI - 10.1037/bul0000201
Subject(s) - psycinfo , psychology , socioeconomic status , developmental psychology , ethnic group , academic achievement , juvenile delinquency , clinical psychology , medline , demography , population , sociology , political science , anthropology , law
This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).