what are the effects of positive parental involvement on academic achievement in adolescents?

What are the effects of positive parental involvement on academic achievement in adolescents?

Brianne Gassert

• Cheung, C.S. & Pomerantz, E.M. (2013). Why Does Parents’ Involvement Enhance Children’s Achievement? The Role of Parent-Oriented Motivation. Journal of Educational Psychology, 104 (3), 820-832. doi: 10.1037/a0027183.

• Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2013, September 16). Quality of Parental Homework Involvement: Predictors and Reciprocal Relations With Academic Functioning in the Reading Domain. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0034100.

CITATIONS:

• Purposes:– To research the benefit of parent-

oriented motivation facilitating (1) adolescent’s engagement and motivation in school and (2) adolescent’s academic achievement in the school setting

– To research the differences in parent-oriented motivation in two countries, the United States and China

STUDY #1: CHEUNG AND POMERANTZ (2012)

• Design:– Correlational study to show academic

differences between students with varying parental involvement

– Participants:• University of Illinois U.S.-China Adolescence

Study data used• Children entering 7th grade through end of 8th

grade (2 year study)• Diversity U.S.- 374 American children (mean age

12.78 years in fall of 7th grade)– 187 boys & 187 girls– Primarily European American (88%)– Hispanic American (9%)– African American (2%)– Asian American (1)– Chicago suburbs

• Diversity China- 451 Chinese children (mean age 12.69 years in fall of 7th grade)– 240 boys & 211 girls– Han ethnicity (95%)– Beijing suburbs

• Both countries- children attending average to above average schools in working class or middle class areas


• Procedure– Questionnaires completed by students– Instructions read aloud in students’

native languages by research staff in normal school/classroom setting

– Two 45 minute sessions• Wave 1: Fall 7th grade• Wave 2: Spring 7th grade• Wave 3: Fall 8th grade• Wave 4: Spring 8th grade

– Children received a small gift for participation in study after each session

– Procedures approved by institutional review boards of University of Illinois and Beijing Normal University


• Measures– Standard translation and back translation

were used to make sure all items were relevant in both the U.S. questionnaires and those used in China

– Questions adopted from prior research questionnaires and created

– Parents’ involvement in children’s learning• Attendance of parent-teacher

conferences• Discussing school at home• Helping with homework

– Parent-oriented motivation in school• How students show responsibility and

gain parental approval through school tasks

– Controlled and autonomous motivation in school• How students relate tasks to intrinsic

and extrinsic motivations– Self-regulated learning strategies

• School engagement- monitoring, planning, and self-regulation


• Methods of Measurement– Correlations between autonomous and

controlled motivation averaged for both U.S. and Chinese students

– Grades standardized to account for averages and standard deviations

– At each Wave (measurement/questionnaire), relationships between motivation, achievement, and other indirect factors were calculated.


• Results– Analysis #1: Testing the nature of

parent-oriented motivation in school is different than other forms of motivation assessed (intrinsic, extrinsic, introjected, or identified)

– In both countries, the relationship between the parent-oriented motivation and other types of motivation was similar.

– A comparison of parent-oriented motivation and other forms of motivation was conducted to show the relationship between the two based on student feedback.

– Researchers used two different models to compare data, finding that the two-factor model better supported the hypothesis that parent-oriented motivation is unique from other forms of motivation, but:• Parent motivation is more closely

associated with controlled forms of motivation, rather than autonomous forms of motivation

• This correlation is consistent in both U.S. and China


• Results– Analysis #2: Testing the idea that

parent-oriented motivation is a foundation for the children’s engagement and achievement in school

– This was measured over time, as a prediction of student success in school, based on motivation from parents (from Wave 1 to Wave 4 in data collected).

– Two separate comparisons of data showed that the results of this particular analysis also showed that student response in both the U.S. and China was similar.

– Over time, student response showed that there was an indirect relationship between initial parental involvement to parental motivation to student achievement


• Results– Analysis #3: Examination of the

effects of other forms of motivation (to find out whether the role of parent-oriented motivation is separate)

– Wave #1- Parental involvement measurements predicted accurately increased autonomous motivation by second measure (spring of 7th grade)

– Wave #2- Autonomous motivation measured predicted accurately increased self-regulated learning by third measure (fall of 8th grade)

– Wave #3- Some increase in grades predicted as a result of self-regulated learning measured in Wave #2

– Wave #4- Increase in academic grades measured as a result of self-regulated learning measured in Wave #2

– Measurements of motivation and parental involvement did not differ between students in U.S. and China


• Discussion & Researchers’ Conclusions– Study conducted was able to predict

that parental involvement was able to accurately predict positive change in student motivation and achievement in academic settings.

– Parental involvement is often synonymous to children as controlled motivation; that is, the involvement of parents is often considered to be external (not intrinsic). Parental approval of academic achievement is a large motivator for students in school.

– To some degree, parental motivation was also found to be related to intrinsic motivation, as students internalized the motivation and goals of parents in the academic setting.

– Research also showed that, even though there was a relationship between parent-oriented motivation and other forms of motivation, the parent-oriented motivation remained separate from other forms of motivation- intrinsic, extrinsic, identified, and introjected motivation.


• Discussion & Researchers’ Conclusions– Students are able to take the parent-

oriented motivation and internalize the goals and desires of parents so that those same goals and desires become their own.

– Students are able to use parent-oriented motivation to increase achievement in schools.

– Parent-oriented motivation is predictive of students’ future academic success- with accurate predictive outcomes for both autonomous motivation in schools and academic engagement in the school setting.

– Data collected in U.S. and China shows similarity in populations studied between the start of 7th grade and the end of 8th grade in the positive effect of parent-oriented motivation on students’ academic achievement over time.


• Limitations of Current Study– All reports of parent-oriented motivation

made through student questionnaires in the school setting. The only part of the data collected not coming directly from students was the data from academic achievement. • Fix: Include parent and teacher

perspectives in future research.– This study was done with similar modes to

earlier research reports; however, it does not always take into account the effects of outside forces, such as parental achievement in academics.• Fix: Include measures of quality of

parental involvement in students’ academic achievement.

– Sample student populations used for this study were not necessarily representative of the diversity of populations across the U.S. and China.• Fix: Increase size and variety of sample

to include greater variety in populations questioned.


• Theoretical Perspective:– Self-Determination Theory

• “Parent-oriented motivation is likely to arise from external sources- namely, parents.”

• Controlled vs. autonomous motivation

• Parent-oriented motivation may take several forms for students, based on student academic success:– Avoidance of punishment– Rewards for success– Parental expectation-

guilt/anxiety


• Questions:– How can researchers take

into account other student populations?

– How can researchers (and /or teachers, parents, or students) use data to effectively implement programs to increase positive parental involvement and student achievement?


• Purposes:– Look at the quality of parental

involvement in homework– Understand the relationship between

parental homework involvement and the academic success of students• Reciprocal relationship?

– Understand why the quality of parental involvement in homework activities differs• Socioeconomic background of

families• Academic achievement of students

STUDY #2:DUMONT, TRAUTWEIN, NAGY, AND NAGENGAST (2013)

• Design:– Correlational study to show the academic

differences between German students of varying socioeconomic backgrounds with varying parental-homework involvement

– Used Tradition and Innovation in Schools Systems Study (TRAIN)• Analysis of academics in German middle school

students– 2,830 5th graders (225 classes in 86 secondary schools;

in 2 German states)• 36.6% of students were in the lower/intermediate

schooling track in Saxony (German state); in Baden-Wurrtemberg (2nd German state), 40.5% of students were in the lower schooling track, while 22.9% of students were in the intermediate track– The lower tracks of students have less data on

academic development• 71.5% of parents surveyed (13.9% mothers and

16.5% fathers had qualified for college)– 27.2% of students had immigrant background

(one parent born outside Germany)• 53.6% of students were boys• 46.4% of students were girls• Average age in 5th grade was 11.1 years old• Conducted in 5th grade and 7th grade to track

progress– Retention rate- 83.1% of students participated

in 7th grade study


• Procedure:– Conducted over two school days in

students’ classrooms during two school years (2008-2009 and 2010-2011)• 5th grade and 7th grade

– Voluntary participation– Required parental consent– Questionnaires and standardized

achievement tests were administered in classroom setting by trained research assistants for students

– Questionnaires sent home for parents during the first time of measurement• Socioeconomic background

information from parent surveys only assessed during 5th grade window


• Measures:– Parental homework involvement

• Measures of (perceived) parental control, parental responsiveness, and parental structure

– Students’ academic functioning• Four measures, including reading

achievement, reading grade, reading effort, and homework procrastination

– Reading achievement• Standardized achievement test in

reading comprehension (open ended, closed ended, and multiple choice)

– Reading grade• Report card grade in reading (at study

time, end of 4th grade and end of 6th grade)

• High scores indicative of desired learning outcomes

– Reading effort• 4 items asking students about reading

effort in German


• Measures:– Homework procrastination

• 3 items (developed for study)– Socioeconomic background

• Occupational status• Parent education• Immigrant background

– Occupational status• Information provided by both

parents and students• When scores for both mother and

father provided, higher score used– Educational background

• Provided through parent survey• When scores for both mother and

father provided, higher score used– Immigrant background

• Information provided by both parents and students


• Methods of Measurement:– Control for academic track of students,

gender (based on knowledge of parental responsiveness), and socioeconomic background

– Tested only for data directly correlating with research questions- dependent variables

– Researchers used a multilevel structure to group students within classrooms and schools


• Results:– Correlations

• At both measurement points, students perceived their parents to be involved in their homework.

• Parents who were perceived to be involved in the homework process were also thought to provide more structure.

• Both parental homework involvement and structure had positive correlations in the 5th grade survey

• In the 7th grade survey, parental involvement in the homework process had both negative and positive correlations


• Results:– Question #1: Predictors of Quality

Homework Involvement• Three predictors (control,

responsiveness, and structure) were not associated with either parental occupational status or educational background

• Socioeconomic background did not correlate negatively with parents assisting their children with homework

• Academic functioning:– Accurate predictor of how

involved parents were in homework process as well as parental responsiveness

– Low reading achievement predicted more control in the homework process; less responsiveness

– High reading achievement predicted less control in the homework process; more responsiveness


• Results:– Question #2: Relations Between

Quality of Parental Homework Involvement and Students’ Academic Functioning• Unclear whether parents’ behavior

had any correlation to students’ academic success between 5th and 7th grade

• Because a parental survey was only given in 5th grade, it was also unclear whether the parents behavior changed between the first survey and the second.

• High correlation between reading achievement, reading effort, and homework procrastination– Controlling parent behavior led

to higher rates of homework procrastination (over the course of 2 years), leading to lower reading achievement and effort over time


• Discussion & Researchers’ Conclusions:– Socioeconomic background did not

accurately predict the type of parental homework involvement

– Student behavior determined type and quality of parental homework involvement

– Parental control, responsiveness, and structure each impact student academic achievement in different ways

– Reciprocal relationship between success of students academically and involvement of parents in homework process


• Limitations of Current Study:– More studies needed to determine the

specific facet of socioeconomic background that influenced parental involvement

– Missing data- not all parents completed the parent questionnaire for students participating in the study• Fix: Increase sample size of students

/parents to possible increase parental participation

– Dropout rate of students between 5th grade and 7th grade• Fix: Adjust data accordingly to take

into account dropout rate– Organization of data- reviewed to take

into account individual discrepancies; adjusted accordingly by researchers using “nuisance” factors• Fix: Analyze data to mainly focus on

individual academic progress and correlations between parental involvement


• Theoretical Perspective:– Self-determination theory

• Parental control- may lead to lower academic functioning

• Control can decrease student motivation and academic success

• Positive relationship between responsiveness in parental involvement, as well as between parental involvement and structure provided for students in the home environment

• Responsiveness and structure- may lead to increase in academic functioning


• Questions:– How can this study

influence the type of change needed to impact parental involvement positively? Can quality of parental involvement be improved to impact student academic success positively?

– How can information be shared to ensure that the impact of parental involvement is a positive experience for students?

– Can schools and teachers provide training programs for parents to advise parents of techniques to increase quality of interactions of parents and students?


• The quantity and quality of parental involvement in both homework processes and motivational processes matters!– Pros:– Cons:

• Programs to improve parental involvement in the school setting may be necessary to improve the quality of parental involvement and motivation for students

TAKE-HOME MESSAGE

• Total Assignment = 100 pts (=23% of course grade)

10 pts -- Your research question/ appropriate selection of articles and presentation length--total presentation should be no shorter than 20 and no longer than 40 slides

45 pts -- Summary of each study; please include for each study the following.

a. Purpose of Study--what are the study's research questions? (6 pts) b. Design --First, answer this question: is this study experimental?, quasi-experimental?, or correlational? Experimental=are there randomly assigned groups that were treated differently?, Quasi-Experimental--are there groups that naturally occurred--e.g., smokers vs. non-smokers--that were treated differently by the researcher?, Correlational--a group is described and the results show differences among the group members? Second, IF the study has a developmental focus, analyze the developmental design: cross-sectional, longitudinal, or sequential. (6 pts)c. Methods--include participants, materials/instruments, data collection techniques, and data analysis techniques. After summarizing the methods, analyze what the researchers did in terms of the criteria of 1) objectivity, 2) reliability, 3) validity, 4) representative sampling, and 5) replication. (21 pts)

RUBRIC

• d. Findings--look for information indicating significant differences--connect the findings back to the research hypotheses. The findings should be contained in the Results section of the paper (6 pts)e. Conclusions--summary of authors' interpretations from Discussion section (6 pts)

15 pts--Theoretical Perspective--what are the researchers' (probably implicit) perspectives on human development?--defend your decisions for each study with reasons (from the purpose, design, data collection and analysis, results, and interpretation); you should 1) identify (2 pts), 2) explain (5 pts), and 3) defend (8 pts) whether the perspective of each study is organismic, cognitive-developmental, cognitive-learning, behavioral, psychodynamic, contextual, or humanistic. If possible to determine the specific theory being tested by the study, further analyze the origins of the developmental approach being used. Be sure to defend your point of view.

15 pts -- Take Home Message--having read these two studies (notice this is a comparative analysis), what do you now believe? (=conclusions, 5 pts) What other questions do you have? (=future research questions, 5 pts) What can you not know for sure? (=limitations, 5 pts)

RUBRIC

• 15 pts -- Communicative Effectiveness

a. Presence of a brief introduction and conclusion (2 pts)b. Does paper flow? (please use headings) (3 pts)c. Are words misspelled or used incorrectly, are subject-verb agreements correct? (4 pts)d. Correct use of in-text citation (e.g., refer to studies by the authors' last names and year of publication)--please note that the only proper way to refer to a study in formal writing is by the last names of the authors and the year of publication. No article titles should appear in the narrative. (3 pts)e. Style of references (3 pts)

For both d. and e. please follow the APA Manual of Style, 6th ed. An APA tutorial is available under the Cunningham Memorial Library's home page (see online tutorials).

RUBRIC

what are the effects of positive parental involvement on academic achievement in adolescents?

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