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The Relationship Between Parental Involvement During High School and Collegiate Academic Mastery
| Content Provider | Semantic Scholar |
|---|---|
| Author | Brueck, Stephanie Mazza, Lauren Tousignant, Alyssa |
| Copyright Year | 2012 |
| Abstract | 99 COPYRIGHT 2012 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 17, NO. 3/ISSN 2164-8204) Previous studies demonstrating improved academic performance among children with high amounts of parental involvement have led to an increased interest in the nature and extent of parental participation in education. Given that parental support begins in infancy, parents can be considered a child’s first teacher. Providing a rudimentary education early in a child’s development is important for preparing him or her for education in a school setting. As a child enters a formal education setting, he or she can no longer rely on a single form of guidance since teachers are continuously changing (Epstein, 1995). Therefore, the consistency of instructive reinforcement by a parent may provide the support children need as they progress through each level of education. Berger (1991) suggests that the Lockean idea of the importance of parental involvement in education dates back to the time before structured school systems were in place, when parents were the sole educators. According to John Locke’s principle of tabula rasa, children are blank slates at birth and need to be nurtured by their parents to gain knowledge (Martin & Fabes, 2009). Parents may provide this nurturance through modeling and teaching skills, morals, and values to prepare their children for life outside of the home. When schooling outside of the home was implemented, a need for educational support by the parents was acknowledged and added to the daily routine (Berger, 1991). Based on the theory of tabula rasa, the relationship between parental involvement and adolescent academic mastery has been an area of theoretical and empirical interest for educators and psychologists. Theorizing that parental involvement should be defined as a multidimensional category, Epstein (1995) developed a framework of six categories comprising parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Based on this framework, Epstein (1995) suggested that collaboration among students, teachers, and parents would best facilitate student achievement. Such integral collaboration requires parental participation in order for the student to ABSTRACT. This study examined the relationship between perceived parental involvement during high school and academic mastery in college. A sample of 77 firstand second-year students from a small, northeastern liberal arts college completed the Parental Involvement Project (PIP) Student Questionnaire (Hoover-Dempsey, Sandler, & Walker, 2002). We hypothesized that higher reported levels of past parental involvement during high school would be related to greater reported current levels of collegiate academic mastery. Correlational analyses confirmed the hypothesized significant positive correlation between parental involvement during high school and collegiate academic mastery (r = .43, p < .001). These findings suggest a possible benefit of parental participation in the academic development of adolescents for later success in college. The Relationship Between Parental Involvement During High School and Collegiate Academic Mastery |
| Starting Page | 99 |
| Ending Page | 105 |
| Page Count | 7 |
| File Format | PDF HTM / HTML |
| DOI | 10.24839/2164-8204.JN17.3.99 |
| Volume Number | 17 |
| Alternate Webpage(s) | https://cdn.ymaws.com/www.psichi.org/resource/resmgr/journal_2012/fall12jnbrueck.pdf |
| Alternate Webpage(s) | https://doi.org/10.24839/2164-8204.JN17.3.99 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
