Running Header: Parental Involvement Driving Success

Running Header Parental Involvement Driving Success

Parental involvement Driving Success Literature Review This literature review is to determine the effect a parent has on his or her child’s success. The research is extended to all walks of life, from inside a classroom to extracurricular activities. Does having a parent that can help with homework ever night, or come to every athletic practice and game make a difference in the drive of the student? This literature review will provide a list of questions and related topics that connect to the research proposal.

Paper For Above instruction

Parental involvement plays a significant role in shaping a child's academic and personal success across various domains, including educational achievement, extracurricular engagement, and overall development. The existing body of research underscores the importance of active parental participation, although the extent and nature of this involvement can vary greatly depending on individual, familial, and institutional factors.

One foundational study by Ballantine (1999), titled "Getting involved in our children’s education," explores how parental engagement within the educational context influences student outcomes. Ballantine emphasizes that parental participation extends beyond mere attendance at school events to active involvement in homework, communication with teachers, and fostering a learning-rich environment at home. The paper highlights that children with engaged parents tend to exhibit higher academic achievement, better attitudes towards school, and more positive behavioral patterns. This research underscores that parental involvement can serve as a catalyst for increased academic motivation and resilience among students (Ballantine, 1999).

Building on this, Cooper et al. (2000) in "Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process," examine the influence of family dynamics and parenting styles on children's homework performance. They find that structured routines, parental supervision, and positive reinforcement significantly correlate with better homework completion and academic success. Conversely, inconsistent or neglectful parenting styles are linked to lower engagement and poorer academic outcomes. This study suggests that parental involvement in homework is not merely supportive but can actively shape learning behaviors and academic achievement (Cooper et al., 2000).

The relationship between parental involvement and academic performance is further elucidated by Griffith (1996) in "Relation of Parental Involvement, Empowerment, and School Traits to Student Academic Performance." Griffith explores how parent empowerment, characterized by parents' confidence in engaging with school personnel and advocating for their children, positively influences student performance. Additionally, the study emphasizes the role of school traits such as supportive administration and collaborative school environments. The findings point toward a multifaceted approach where parental empowerment and school climate work synergistically to promote higher academic achievement (Griffith, 1996).

These studies collectively suggest that parental involvement encompasses a spectrum of activities that influence a child’s educational trajectory. From supporting homework routines to participating in school events and advocating for student needs, engaged parents contribute to creating an environment where children are more likely to succeed. Furthermore, the research indicates that parents' styles and levels of empowerment directly impact the effectiveness of their involvement.

In extracurricular activities, parental involvement has been linked to increased motivation and persistence in sports, arts, and other pursuits outside the traditional classroom setting. Active parental support, including attending practices and providing encouragement, fosters a sense of competence and belonging, which can translate into greater persistence and achievement in these areas. For example, research indicates that children whose parents are actively involved in extracurriculars tend to have higher self-esteem and better social skills (Henderson & Mapp, 2002).

It is also essential to consider the influence of socio-economic status, cultural factors, and parental education levels on involvement. Families with higher socio-economic status often have the resources and time to engage more extensively, thus widening achievement gaps. Conversely, parents from diverse cultural backgrounds may have different ways of supporting their children's education, which can influence the efficacy of involvement efforts (Epstein, 2001). Recognizing these contextual factors is critical for developing inclusive strategies that promote parental engagement across different community settings.

Furthermore, parental involvement is associated with better behavioral outcomes, including reduced delinquency and increased school attachment. Children with involved parents tend to exhibit higher attendance rates, lower dropout rates, and improved social competence (Fan & Chen, 2001). These behavioral benefits highlight the importance of a holistic approach to parental engagement, emphasizing not only academic support but also emotional and social development.

In conclusion, the existing literature firmly establishes that parental involvement significantly impacts a child's success across multiple domains. Effective parental participation encompasses support for academic work, active engagement in extracurricular activities, and advocacy within the school environment. The degree of involvement is influenced by parenting styles, empowerment, socio-economic factors, and cultural contexts. Future research should focus on identifying best practices for engaging parents from diverse backgrounds to optimize student outcomes further.

References

• Ballantine, J. H. (1999). Getting involved in our children’s education. Childhood Education, 75(3).
• Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25(4).
• Griffith, J. (1996). Relation of parental involvement, empowerment, and school traits to student academic performance. Journal of Educational Research, 90(1), 33-41.
• Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools.
• Epstein, J. L. (2001). Connecting home, school, and community: New directions for social research. Lawrence Erlbaum Associates.
• Fan, H., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Research Review, 6(2).
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Jeynes, W. H. (2005). Parental involvement and academic success. Psychology in the Schools, 42(4), 399–413.
• Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.
• Desimone, L. M. (1999). Linking parent involvement with student achievement: A review of the literature. Review of Educational Research, 69(2), 245–281.