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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue1,P.4-28

语言

英文

关键字

urban education; students; schools; school improvement; school reform; ACADEMIC-ACHIEVEMENT; EARLY ADOLESCENCE; EDUCATION; FAMILIES; INCOME; ENGAGEMENT; CHILDREN; PROGRAMS; SUCCESS; MODEL

作者单位

[Jeynes, William H.] Calif State Univ Long Beach, Educ, Long Beach, CA 90840 USA. [Jeynes, William H.] Witherspoon Inst, Princeton, NJ USA. Jeynes, WH (reprint author), 6572 Red Coach Dr, Huntington Beach, CA 92647 USA. E-Mail: whjharvard@post.harvard.edu

摘要

This meta-analysis of 28 studies examines the relationship between parental involvement and the academic achievement and school behavior of Latino pre-kindergarten-college-age children. Analyses determined the effect sizes for parental involvement overall and specific categories of involvement. Results indicate a significant relationship between parental involvement and academic achievement and overall outcomes, but not for school behavior. This relationship between involvement and academics existed both for younger (grades K-5) and older (secondary school and college freshman) students, as well as for certain specific components of parental involvement. Parental involvement, as a whole, was associated with better school outcomes by .52 of a standard deviation unit. The significance of these results is discussed.