Reference : Home-based and school-based parental involvement in children’s secondary education in...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/54801

Title :	Home-based and school-based parental involvement in children’s secondary education in three European countries: associations with family and school characteristics
Language :	English
Author, co-author :	Poncelet, Débora [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Macià Bordalba, Mònica []
	Dierendonck, Christophe [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Publication date :	2023
Journal title :	European Journal of Education
Publisher :	Blackwell
Peer reviewed :	Yes
Audience :	International
ISSN :	0141-8211
City :	Oxford
Country :	United Kingdom
Keywords :	[en] Home-based parental involvement ; school-based parental involvement ; secondary school ; school-family relationship ; parents’ beliefs ; regression analysis
Abstract :	[en] Although evidence generally suggests that parental involvement is beneficial for children’s academic success, much less is known about the determinants of this involvement. The study examined the associations between parents’ characteristics and beliefs and two types of parental involvement (school-based and home-based) during secondary education in three European countries. Data from 1757 parents from 19 public secondary schools in three European countries (6 in Luxembourg, 6 in France and 7 in Belgium) were analyzed using multiple regression analyses. Models globally predicted significant but relatively low portions of variance in parents’ home- and school-based involvement. Different patterns of results appeared according to the three very diverse samples. When controlling for family background and school environment, parents’ self-efficacy like the place accorded to parents in the school appeared to be central indicators of parental involvement. Results are discussed in terms of research on parental involvement and family-school communication, as well as on school practice with parents.
Permalink :	http://hdl.handle.net/10993/54801

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