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A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education

Educational psychology review, 2016-12, Vol.28 (4), p.771-801 [Peer Reviewed Journal]

Springer Science+Business Media 2016 ;Springer Science+Business Media New York 2015 ;COPYRIGHT 2016 Springer ;Educational Psychology Review is a copyright of Springer, 2016. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-015-9351-1 ;CODEN: EPSREO

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Title:
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education
Author: Ma, Xin ; Shen, Jianping ; Krenn, Huilan Y. ; Hu, Shanshan ; Yuan, Jing
Subjects: Academic Achievement ; Analysis ; Child and School Psychology ; Correlation ; Early Childhood Education ; Education ; Education, Elementary ; Educational Psychology ; Effect Size ; Elementary Education ; Family ; Family Involvement ; Family School Relationship ; Home and school ; Leadership Effectiveness ; Learning ; Learning and Instruction ; Meta Analysis ; Outcomes of Education ; Parent and child ; Parent Participation ; Parenting ; Partnerships in Education ; REVIEW ARTICLE ; Systematic review
Is Part Of: Educational psychology review, 2016-12, Vol.28 (4), p.771-801
Description: This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement measure family involvement and partnership development. The relationship (with adjustment over frameworks and study features) indicated a strong and positive correlation (.509) between learning outcomes and parental involvement. Although types of parental (behavioral, personal, and intellectual) involvement and building institutional capacity demonstrated the greatest importance to the relationship, the role of parents (family involvement) was more important than the role of schools and communities (partnership development). For a strong relationship, behavioral involvement, home supervision, and home-school connection were the keys from family involvement, whereas capacity to engage parents, respectful and effective leadership in relation to families and children, and institutionalized authentic partnerships were the keys from partnership development.
Publisher: New York: Springer
Language: English
Identifier: ISSN: 1040-726X
EISSN: 1573-336X
DOI: 10.1007/s10648-015-9351-1
CODEN: EPSREO
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
ProQuest Central

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A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education

Springer Science+Business Media 2016 ;Springer Science+Business Media New York 2015 ;COPYRIGHT 2016 Springer ;Educational Psychology Review is a copyright of Springer, 2016. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-015-9351-1 ;CODEN: EPSREO

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