期刊
DEVELOPMENTAL PSYCHOLOGY
卷 45, 期 3, 页码 740-763出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0015362
关键词
academic achievement; family-school relationships; meta-analysis; middle school; parental involvement in education
资金
- NATIONAL INSTITUTE ON DRUG ABUSE [P20DA017589] Funding Source: NIH RePORTER
- NIDA NIH HHS [P20 DA017589-03, P20 DA017589] Funding Source: Medline
Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families. family-school relations. and parental involvement in education has been highlighted. Although there is a growing body of literature focusing oil parental involvement in education during middle school. this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis oil the existing research oil parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks, of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
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