Family Group Conferences improved at-risk lower-secondary students' perceived parental involvement, relations with teachers, self-efficacy about learning and school satisfaction at one year¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 At the end of the first year, FGC increased parental involvement as perceived by students, reduced their perception of teachers' hostility, improved self-efficacy about learning, and improved satisfaction about their school experience, with p-value < 0.05 and effect size > .20. → Argentin et al. 2016

Evidence¶

Argentin et al. 2016¶

Gianluca Argentin, Gian Paolo Barbetta, Francesca Maci. (2016). Increasing parental involvement to promote dropout prevention. Lessons from an RCT in Italian lower secondary schools. SREE Spring 2016 Conference. https://eric.ed.gov/?id=ED567232

q3 · i1 · causal · r2

An RCT in 15 Italian lower secondary schools randomly assigned 262 referred at-risk students, half to treatment. The abstract reports all these effects are "statistically and substantially significant (p-value< 0.05 and effect size>.20)".

"At the end of the first year, the intervention show ed to be effective on four outcomes: it increased parental involvement (as perceived by stu dents), it reduced their perception of teachers’ hostility and it improved their self-effi cacy about learning and improved their satisfaction about their school experience."

Discussion¶

Learner Variables¶

• Home Learning Environment — outcome: instruction changes it

Related Claims¶

• FGC showed no impact on hard educational performance outcomes (failure, final marks, truancy) at the end of the school year — related
• Prior evidence on FGC outcomes is mixed and rarely based on randomization — related
• School-family balance is predicted by both academic and parental self-efficacy and in turn predicts school and family satisfaction — related