Universal Journal of Educational Research Vol. 2(8), pp. 564 - 576
DOI: 10.13189/ujer.2014.020805
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Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators


Ralph B. McNeal Jr *
Department of Sociology, U-68, University of Connecticut, Storrs, CT 06269

ABSTRACT

Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS: 88), the research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic outcomes. Findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement – to varying degrees.

KEYWORDS
Parent Involvement, Academic Achievement

Cite this paper
Ralph B. McNeal Jr . "Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators." Universal Journal of Educational Research 2.8 (2014) 564 - 576. doi: 10.13189/ujer.2014.020805.