Parental aspiration/expectation for children's educational achievement has the strongest relationship with academic achievement among involvement components¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moderator analysis reveals that parental aspiration/expectation for children's education achievement has the strongest relationship with students' academic achievement. → 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?

The meta-analysis's moderator analysis compared involvement components; it found "parental aspiration/expectation for children's education achievement has the strongest relationship" with achievement. No component-specific effect sizes are printed in the available text.

"Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Parental home supervision has the weakest relationship with students' 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
• The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) — related
• The strongest college-readiness predictors measure four broad constructs: academic preparation, aspirations and expectations, socioeconomic status, and teacher perceptions — related
• Current ideas about the home/school relation and parent involvement may inhibit justice, equity, and excellence in education — related
• Parenting self-efficacy correlates most strongly with home-based participation and parental expectations and aspirations, and least with parent-teacher communication and relationships — related
• Labeling children as visual versus hands-on learners biases adults' and children's judgments of intelligence and subject expectations — related
• The parental aspiration-expectation gap negatively predicts student expectations, academic self-concept, GPA, and age-26 outcomes — related
• Effects of parent aspirations on student outcomes are predominantly small and mixed in direction — reports the opposite
• Teacher expectations correlate most strongly with achievement among Year-10 expectation and aspiration measures — related