Parental involvement has a small to moderate, practically meaningful relationship with students' academic achievement¶

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? Across the quantitative literature synthesized by meta-analysis, parental involvement shows a small to moderate, practically meaningful 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 article's meta-analysis of the quantitative literature on parental involvement and academic achievement reports "a small to moderate, and practically meaningful, relationship"; no pooled effect size value is printed in the available text.

"A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Parental aspiration/expectation for children's educational achievement has the strongest relationship with academic achievement among involvement components — a narrower finding that bears on this claim
• Parental home supervision has the weakest relationship with students' academic achievement among involvement components — a narrower finding that bears on this claim
• The quantitative literature on parental involvement and achievement is sparse and inconsistent compared with a largely qualitative and nonempirical literature — related
• Parent involvement is associated with higher academic achievement in meta-analyses of mostly correlational studies — a narrower finding that bears on this claim
• The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) — a narrower finding that bears on this claim
• The relationships among perceived parental involvement in homework, student homework behaviors, and academic achievement differ among elementary, junior high, and high school students. — a narrower finding that bears on this claim
• Offering FAST produced no meaningful, enduring effects on family functioning, family-school relationships, academic learning, or social-behavioral outcomes in a 60-school cluster RCT — related
• Meta-analyses find parental involvement associated with better student outcomes, effect sizes 0.2 to 0.75 standard deviations — a narrower finding that bears on this claim
• Current ideas about the home/school relation and parent involvement may inhibit justice, equity, and excellence in education — related
• Children show high unassisted home engagement with the training, comparable to supervised settings — related