Clicca qui per scaricare

Do parents count for their children’s mathematics achievement?
Titolo Rivista: CADMO 
Autori/Curatori: Elisa Caponera, Laura Palmerio 
Anno di pubblicazione:  2021 Fascicolo: 1  Lingua: Inglese 
Numero pagine:  21 P. 99-119 Dimensione file:  324 KB
DOI:  10.3280/CAD2021-001007
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


The purpose of this study is to evaluate the relationship between parental involvement and student mathematics achievement using a structural equa¬tion modeling approach. Data from a representative sample of fourth-grade students, and their parents, from 14 different European countries participating in TIMSS (Trends in International Mathematics and Science Study) were analyzed. The model was successful in explaining the TIMSS scores in mathematics: the predicted model showed a good fit to the data, with 31% of the variance explained. The results showed that SES contributed to the prediction of performance in mathematics. However, the results showed also the positive and signifi¬cant effects of parental involvement factors - especially parental expectations for their children’s academic attainment - mediating the relationship between SES and TIMSS math achievement. Thus, increasing parental par¬ticipation could be a useful intervention to reduce SES-related differences in performance.


Keywords: parental involvement, TIMSS, mathematics achievement, path model, mediation effects.

  1. Driessen, G., Smit, F., Sleegers, P. (2005), “Parental involvement and educational achievement”, British Educational Research Journal, 31, 4, pp. 509-532.
  2. Jeynes, W.H. (2005), “A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement”, Urban Education, 40, 3, pp. 237-269.
  3. Altschul, I. (2011), “Parental involvement and the academic achievement of Mexican American youths: What kinds of involvement in youths’ education matter most?”, Social Work Research, 35, 3, pp. 159-170.
  4. Aunola, K., Nurmi, J.E., Lerkkanen, M.K., Rasku-Puttonen, H. (2003), “The roles of achievement-related behaviours and parental beliefs in children’s mathematical performance”, Educational Psychology, 23, 4, pp. 403-421.
  5. Bentler, P.M. (1990), “Comparative fit indexes in structural models”, Psychological Bulletin, 107, 2, pp. 238-246.
  6. Berkowitz, T., Schaeffer, M.W., Maloney, E.A., Peterson, L., Gregor, C., Levine, S.C., Beilock, S.L. (2015), “Math at home adds up to achievement in school”, Science, 350, 6257, pp. 196-198.
  7. Bicer, A., Capraro, M.M., Capraro, R. (2013), “The effects of parent’s SES and education level on students’ mathematics achievement: Examining the mediation effects of parental expectations and parental communication”, The Online Journal of New Horizons in Education, 3, 4, pp. 89-97.
  8. Browne, M.W., Cudeck, R. (1993), Alternative ways of assessing model fit. In K.A. Bollen, J.S. Long (Eds.), Testing structural equation models. Newbury Park (CA): Sage, pp. 136-162.
  9. Byrne, B.M. (2001), “Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument”, International Journal of Testing, 1, 1, pp. 55-86.
  10. Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., Gaviria, J.L. (2015), “Parental involvement on student academic achievement: A meta-analysis”, Educational Research Review, 14, pp. 33-46.
  11. Chiu, M.M., Xihua, Z. (2008), “Family and motivation effects on mathematics achievement: Analyses of students in 41 countries”, Learning and Instruction, 18, 4, pp. 321-336.
  12. Cooper, H. (2007), The battle over homework: Common ground for administrators, teachers, and parents. Thousand Oaks (CA): Corwin Press. Cooper, C.E., Crosnoe, R., Suizzo, M.A., Pituch, K A. (2010), “Poverty, race, and parental involvement during the transition to elementary school”, Journal of Family Issues, 31, 7, pp. 859-883.
  13. Cotton, K., Wikelund, K.R. (1989), “Parent involvement in education”, School Improvement Research Series, 6, 3, pp. 17-23.
  14. Council of the European Union (2018), Council Recommendation of 22 May 2018 on key competences for lifelong learning, -- https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG (latest access 30/8/2020).
  15. Deng, X., Luo, X., Wu, Y. (2016), “The mediating effect of parental involvement between family socioeconomic status and academic performance: Meta-analysis structural equation modeling”, Advances in Psychological Science, 24, 12, pp. 1844-1853.
  16. Desforges, C., Abouchaar, A. (2003), The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review, vol. 433. Nottingham: DfES Publications.
  17. Dornbusch, S.M., Wood, K.D. (1989), Family processes and educational achievement. In W.J. Weston (Ed.), Education and the American Family: A Research Synthesis. New York: New York University Press.
  18. Epstein, J.L., Dauber, S.L. (1991), “School programs and teacher practices of parent involvement in inner-city elementary and middle schools”, The Elementary School Journal, 91, pp. 289-303.
  19. Epstein, J.L., Salinas, K. C. (2004), “Partnering with families and communities”, Educational Leadership, 61, 8, pp. 12-19.
  20. European Commission. Directorate-General for Education and Culture (2001), European Report on the quality of school education. Sixteen quality indicators. Report based on the work of the Working Committee on Quality Indicators, May. Luxembourg: Office for Official Publications of the European Communities, -- https://publications.europa.eu/en/publication-detail/-/publication/341852b7-e60a-4104-811c-2f00918a43fb.
  21. European Union (2006), Recommendation of the Parliament and of the council of 18 December 2006 on key competences for lifelong learning, -- https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF (latest access 30/8/2020).
  22. Fan, X., Chen, M. (2001), “Parental involvement and students’ academic achievement: A meta-analysis”, Educational Psychology Review, 13, 1, pp. 1-22.
  23. González, R.L., Jackson, C.L. (2013), “Engaging with parents: the relationship between school engagement efforts, social class, and learning”, School Effectiveness and School Improvement, 24, 3, pp. 316-335.
  24. Gonzalez-DeHass, A.R., Willems, P.P., Holbein, M.F.D. (2005), “Examining the relationship between parental involvement and student motivation”, Educational Psychology Review, 17, 2, pp. 99-123. Grolnick, W.S., Slowiaczek, M.L. (1994), “Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model”, Child Development, 65, 1, pp. 237-252.
  25. Harris, A., Goodall, J. (2008), “Do parents know they matter? Engaging all parents in learning”, Educational Research, 50, 3, pp. 277-289.
  26. Henderson, A.T., Berla, N. (Eds.) (1994), A New Generation of Evidence: The Family is Critical to Student Achievement. Washington (DC): Center for Law and Education.
  27. Hill, N.E., Tyson, D.F. (2009), “Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement”, Developmental Psychology, 45, 3, pp. 740-763.
  28. Hong, S., Ho, H.Z. (2005), “Direct and Indirect Longitudinal Effects of Parental involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups”, Journal of Educational Psychology, 97, 1, pp. 32-42.
  29. Hong, S., Yoo, S.K., You, S., Wu, C.C. (2010), “The reciprocal relationship between parental involvement and mathematics achievement: Autoregressive cross-lagged modeling”, The Journal of Experimental Education, 78, 4, pp. 419-439.
  30. Hoover‐Dempsey, K.V., Walker, J.M., Sandler, H.M., Whetsel, D., Green, C.L., Wilkins, A.S., Closson, K. (2005), “Why do parents become involved? Research findings and implications”, The Elementary School Journal, 106, 2, pp. 105-130.
  31. Iacobucci, D., Saldanha, N, Deng, X. (2007), “A Meditation on Mediation: Evidence that Structural Equations Models Perform better than Regressions”, Journal of Consumer Psychology, 17, 2, pp. 139-153.
  32. IEA – International Association for the Evaluation of Educational Achievement) (2019), International database analyzer (version 4.0). Hamburg: IEA Data Processing and Research Center.
  33. Jacobs, N., Harvey, D. (2005), “Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students”, Educational Studies, 31, 4, pp. 431-448.
  34. Lee, J.S., Bowen, N.K. (2006), “Parent involvement, cultural capital, and the achievement gap among elementary school children”, American Educational Research Journal, 43, 2, pp. 193-218.
  35. LeFevre, J.A., Skwarchuk, S.L., Smith-Chant, B.L., Fast, L., Kamawar, D., Bisanz, J. (2009), “Home numeracy experiences and children’s math performance in the early school years”, Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41, 2, pp. 55-66.
  36. Levpušček, M.P., Zupančič, M., Sočan, G. (2013), “Predicting achievement in mathematics in adolescent students: The role of individual and social factors”, The Journal of Early Adolescence, 33, 4, pp. 523-551.
  37. Little, T.D., Rhemtulla, M., Gibson, K., Schoemann, A.M. (2013), “Why the items versus parcels controversy needn’t be one”, Psychological Methods, 18, 3, pp. 285-300. Mamedova, S., Redford, J. (2013), Early Childhood Program Participation, From the National Household Education Surveys Program of 2012 (NCES 2013-029.REV2). Washington (DC): National Center for Education Statistics, Institute of Education Sciences, US, -- https://nces.ed.gov/pubsearch (latest access 15/5/2021).
  38. Martin, M.O., Mullis, I.V.S., Hooper, M. (Eds.) (2016), Methods and Procedures in TIMSS 2015, retrieved from Boston College, TIMSS & PIRLS International Study Cente-- website: http://timssandpirls.bc.edu/publications/timss/2015-methods.html.
  39. Martin, M.O., Mullis, I.V.S. (Eds.) (2013), TIMSS and PIRLS 2011: relationships among reading, mathematics, and science achievement at the fourth grade – implications for early learning. Chestnut Hill (MA): TIMSS & PIRLS International Study Center, Boston College.
  40. Melhuish, E.C., Phan, M.B., Sylva, K., Sammons, P., Siraj‐Blatchford, I., Taggart, B. (2008), “Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school”, Journal of Social Issues, 64, 1, pp. 95-114.
  41. Miller, D.C., Sen, A., Malley, L.B., Burns, S.D. (2009), Comparative indicators of education in the United States and other G-8 countries: 2009. Washington (DC): US Department of Education, -- https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009039 (latest access 30/4/2021).
  42. Moles, O.C. (1993), Collaboration between schools and disadvantaged parents: Obstacles and openings. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society. Albany (NY): State University of New York Press, pp. 21-49.
  43. Muller, C., Kerbow, D. (1993), Parent involvement in the home, school, and community. In B. Schneider, J.S. Coleman (Eds.), Parents, Their Children, and Schools. Boulder (CO): Westview Press, pp. 13-42.
  44. Mullis, I.V.S., Martin, M.O., Foy, P., Hooper, M. (2016), TIMSS 2015 International Results in Mathematics. Chestnut Hill (MA): TIMSS & PIRLS International Study Center, Boston College.
  45. Mullis, I.V.S., Martin, M.O. (Eds.) (2013), TIMSS 2015 Assessment Frameworks. Boston (MA): TIMSS & PIRLS International Study Center and International Association for the Evaluation of Educational Achievement (IEA), -- http://timssandpirls.bc.edu/timss2015/frameworks.html.
  46. Muthén, L.K., Muthén, B.O. (2017), Mplus User’s Guide. Los Angeles (CA): Muthén & Muthén, 8th ed.
  47. OECD (2010), PISA 2009 results: Overcoming social background–Equity in learning opportunities and outcomes, vol. II. Paris: OECD Publishing.
  48. OECD (2013), PISA 2012 Results: What Students Know and Can Do, vol. I: Student Performance in Mathematics, Reading and Science. Paris: OECD Publishing.
  49. OECD (2016), PISA 2015 Results, vol. I: Excellence and Equity in Education. Paris: OECD Publishing.
  50. Patall, E.A., Cooper, H., Robinson, J.C. (2008), “Parent involvement in homework: A research synthesis”, Review of Educational Research, 78, 4, pp. 1039-1101. Pomerantz, E.M., Moorman, E.A., Litwack, S.D. (2007), “The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better”, Review of Educational Research, 77, 3, pp. 373-410.
  51. Powell, D.R., Son, S.H., File, N., Froiland, J.M. (2012), “Changes in parent involvement across the transition from public school prekindergarten to first grade and children’s academic outcomes”, The Elementary School Journal, 113, 2, pp. 276-300.
  52. Robinson, K., Harris, A.L. (2014), The broken compass. Cambridge (MA): Harvard University Press.
  53. Sad, S.N. (2012), “Investigation of Parental involvement Tasks as Predictors of Primary Students’ Turkish, Math, and Science & Technology Achievement”, Eurasian Journal of Educational Research, 48, pp. 135-154.
  54. Seginer, R. (2006), “Parents’ educational involvement: A developmental ecology perspective”, Parenting: Science and Practice, 6, 1, pp. 1-48.
  55. Shute, V.J., Hansen, E.G., Underwood, J.S., Razzouk, R. (2011), “A review of the relationship between parental involvement and secondary school students’ academic achievement”, Education Research International, 2011.
  56. Sirin, S.R. (2005), “Socioeconomic status and academic achievement: A meta-analytic review of research”, Review of Educational Research, 75, 3, pp. 417-453.
  57. Steiger, J.H. (1990), “Structural model evaluation and modification: An interval estimation approach”, Multivariate Behavioral Research, 25, 2, pp. 173-180.
  58. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004), The Effective Provision of Pre-school Education (EPPE) project: Final report. A longitudinal study funded by the DfES, 1997-2004. London: Department for Education and Skills & Institute of Education (DfES), University of London.
  59. Yamamoto, Y., Holloway, S.D. (2010), “Parental expectations and children’s academic performance in socio-cultural context”, Educational Psychology Review, 22, 3, pp. 189-214.
  60. Zhang, D., Hsu, H.Y., Kwok, O.M., Benz, M., Bowman-Perrott, L. (2011), “The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and socioeconomic status (SES)”, Journal of Disability Policy Studies, 22, 1, pp. 28-39.
  61. Zhao, X., Lynch, J.G., Chen, Q. (2010), “Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis”, Journal of Consumer Psychology, 37, pp. 197-206.

Elisa Caponera, Laura Palmerio, in "CADMO" 1/2021, pp. 99-119, DOI:10.3280/CAD2021-001007

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche