The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The relationship between parental involvement and academic achievement is stronger when achievement is measured by a global indicator such as GPA than by a subject-specific indicator such as a math grade. → Fan 2001
Evidence¶
Fan 2001¶
Fan, X., Chen, M. (2001). Parental Involvement and Students' Academic Achievement: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1023/A:1009048817385
q3 · i? · quant-synthesis · r?
A moderator analysis of achievement-measure type in the meta-analysis found the involvement–achievement relationship "is stronger when academic achievement is represented by a global indicator (e.g., GPA)" than a subject-specific one. No effect sizes by indicator type are printed.
"In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade)."
Discussion¶
Learner Variables¶
- Home Learning Environment — moderator: an instructional effect differs with it
Related Claims¶
- Parent involvement is associated with higher academic achievement in meta-analyses of mostly correlational studies — a broader claim this one bears on
- Course grades and GPA predict high school and college outcomes better than standardized test scores or coursework — related
- Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes — related
- Parental aspiration/expectation for children's educational achievement has the strongest relationship with academic achievement among involvement components — related
- Parental involvement has a small to moderate, practically meaningful relationship with students' academic achievement — a broader claim this one bears on
- Meta-analyses find parental involvement associated with better student outcomes, effect sizes 0.2 to 0.75 standard deviations — related
- Social and temporal comparison effects are stronger in studies using grades rather than test scores as achievement indicators — related
- Teacher expectations correlate most strongly with achievement among Year-10 expectation and aspiration measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
involvement-stronger-with-global-achievement-indicators |
title |
The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) |
description |
The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fan-2001 |
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