Parental involvement and students' academic achievement: A meta-analysis
Parental involvement and students' academic achievement: A meta-analysis
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DOI：
10.1023/a:1009048817385
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发表时间：
2001-03-01
影响因子：
10.1
通讯作者：
Chen, M
中科院分区：
文献类型：
--
作者：
Fan, XT;Chen, M
家长的参与对学生的学业成绩有积极的影响，这一观点是如此直观地吸引人，以至于整个社会，特别是教育工作者，都认为家长的参与是解决教育中许多问题的重要因素。然而，这一领域的大量文献是定性的和非经验性的。在对这一问题进行定量研究的实证研究中，似乎存在相当大的不一致性。本研究采用元分析的方法，对有关家长参与与学生学业成绩关系的定量研究文献进行了综合分析。研究结果揭示了一个小到中等，实际上有意义的，父母的参与和学业成绩之间的关系。通过调节分析，结果显示，父母的愿望/期望的子女的教育成就有最强的关系，而父母的家庭监督有最弱的关系，与学生的学业成绩。此外，当学术成就由全球指标（例如，GPA）而不是特定学科的指标（例如，数学等级）。研究的局限性，并提出了建议，为今后的研究。
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental in volvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively there appear to be considerable inconsistencies. 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. 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. 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). Limitations of the study are noted and suggestions are made for future studies.