Parents' motivations for involvement in their children's education
Item
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Title
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Parents' motivations for involvement in their children's education
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Identifier
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d_2009_2013:6c5ee5db49d0:11179
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identifier
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11504
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Creator
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Jaspen, Deborah,
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Contributor
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Georgiana Shick Tryon
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Date
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2012
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Elementary School | High School | Middle School | Parent Involvement
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Abstract
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This study sought to examine parents' motivations for involvement in the education of their 5th through 12th grade children. Using an online version of a questionnaire developed by Hoover-Dempsey, Sandler, and their colleagues (Hoover-Dempsey & Sandler, 2005; Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005), this study explored how well Hoover-Dempsey and Sandler's revised model of motivations for parent involvement (Hoover-Dempsey & Sandler, 2005) predicted parents' reports of their home-based and school-based involvement. Predictor variables included parents' perceived role construction for involvement; self-efficacy for helping their children succeed in school; perceptions of general school invitations, specific teacher invitations, and specific child invitations to involvement; and perceptions of personal skills and knowledge and personal time and energy for involvement.;Participants included 207 parents of 5th through 12 th graders. Regression analysis confirmed that Hoover-Dempsey and Sandler's model (1995, 1997, 2005) significantly predicted parents' reports of both home-based and school-based involvement. Role construction and child invitations to involvement were significant predictors of parents' reports of both types of involvement. In addition, parents' perceptions of personal skills and knowledge for involvement significantly predicted reports of home-based involvement, and parents' perceptions of specific teacher invitations to involvement as well as personal time and energy for involvement significantly predicted parents' reports of school-based involvement.;There was a trend toward lower levels of reported home-based and school-based involvement for parents of older students. Parents of older students also reported fewer perceived invitations from teachers to involvement, fewer perceived invitations from children to involvement, and lower perceptions of personal skills and knowledge for involvement. This study confirms the utility of Hoover-Dempsey and Sandler's model of motivations for parent involvement (1995, 1997, 2005) for predicting the involvement practices of parents of 5th through 12th graders.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
