Izzo C V, Weissberg R P, Kasprow W J, Fendrich M
Department of Psychology, University of Illinois at Chicago 60607-7137, USA.
Am J Community Psychol. 1999 Dec;27(6):817-39. doi: 10.1023/a:1022262625984.
This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activities. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of variance in Year 3 performance after controlling for initial performance level. Participation in educational activities at home predicted the widest range of performance variables. Results suggest that enhancing parental involvement in children's schooling relates to improvements in school functioning.
本研究考察了家长对子女教育的参与方式如何随时间变化，以及它与子女在学校的社交和学业表现有何关联。教师连续三年提供了1205名城市幼儿园至三年级儿童的家长参与情况和学校表现信息。他们对家长参与的以下四个维度进行了评分：家长与教师联系的频率、家长与教师互动的质量、在家参与教育活动的情况以及参与学校活动的情况。正如所预测的那样，从第1年到第3年，家长与教师联系的频率、家长与教师互动的质量以及家长在学校的参与度都有所下降。在第1年和第2年，每个家长参与变量都与学校表现和家长参与度呈中等程度的相关，并且在控制初始表现水平后，第3年的表现中占了一小部分但显著的方差。在家参与教育活动预测了最广泛的表现变量。结果表明，提高家长对子女学校教育的参与度与学校功能的改善有关。
