Parents' involvement in children's schooling: a multidimensional conceptualization and motivational model.
This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11-14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience.
Grolnick
W S
WS
Frances L. Hiatt School of Psychology, Clark University, Worcester, MA 01610-1477.
Slowiaczek
M L
ML
D000124:Achievement; D000293:Adolescent; D002648:Child; D005220:Fathers / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D010290:Parents / Q000523:psychology*; D012574:Schools; D012649:Self Concept; D013334:Students; D011795:Surveys and Questionnaires