Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement
Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement
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DOI：
10.1037/0022-0663.99.3.532
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发表时间：
2007-08-01
影响因子：
4.9
通讯作者：
Sandler, Howard M.
中科院分区：
文献类型：
--
作者：
Green, Christa L.;Walker, Joan M. T.;Sandler, Howard M.
本研究探讨了一个理论模型的能力，以预测类型和水平的父母参与在小学和中学几年。预测变量包括父母对参与的动机信念，对他人参与邀请的看法，以及感知的生活背景变量。对853名就读于美国中南部一个种族多元化的大都市公立学校系统的1至6年级学生的父母的回应进行分析，结果显示，即使控制了家庭社会经济地位，模型结构也预测了父母家庭和学校参与的显著差异。具体模型结构的预测能力不同的小学和中学的父母。结果进行了讨论，在家长参与和学校的做法方面的研究。
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan public school system in the mid-southern United States revealed that model constructs predicted significant portions of variance in parents' home- and school-based involvement even when controlling for family socioeconomic status. The predictive power of specific model constructs differed for elementary and middle school parents. Results are discussed in terms of research on parental involvement and school practice.