School of Business, Southern Connecticut State University, New Haven, Connecticut, USA.
School of Management, New York Institute of Technology, New York, New York, USA.
J Community Psychol. 2024 Jan;52(1):27-38. doi: 10.1002/jcop.23083. Epub 2023 Aug 11.
Parental and family involvement in schools has been a concern for educators and administrators. The authors set out to assess the path directions and significance of the interrelationships between Performance Feedback (PF), Academic Performance (AP) on Parent-Family Involvement (PFI), and Parent Satisfaction (PS) in schools. This study utilizes data from the PFI in Education Survey 2019 under the National Household Education Surveys program done by the US Department of Education. The sample for this research is 954 parents. Structural equation modeling was employed using AMOS. Results establish the three research propositions: influence of PFI on PS with the mediation of AP and PF, influence of AP on PS is moderated by PF, influence of AP on PFI is moderated by PF. The findings are important for school administrators and all stakeholders for ensuring greater PFI, improved PF and AP of students, and higher PS. This study is unique in assessing the interactional effects of the variables considered. The study also establishes mediating and moderating influences and offers new insights in understanding the influences on PFI and PS and some bidirectional effects.
家长和家庭参与学校事务一直是教育工作者和管理人员关注的问题。作者旨在评估绩效反馈 (PF)、学术表现 (AP) 对家长-家庭参与 (PFI) 和学校家长满意度 (PS) 之间相互关系的路径方向和意义。本研究利用了美国教育部全国家庭教育调查项目 2019 年教育中的 PFI 调查的数据。本研究的样本为 954 名家长。采用 AMOS 的结构方程模型进行分析。研究结果确立了三个研究命题：PFI 通过 AP 和 PF 对 PS 的影响，AP 对 PS 的影响由 PF 调节，AP 对 PFI 的影响由 PF 调节。研究结果对学校管理人员和所有利益相关者都很重要，有助于确保更大程度的 PFI、提高学生的 PF 和 AP 以及更高的 PS。本研究的独特之处在于评估了所考虑变量的交互效应。该研究还确定了中介和调节影响，并提供了新的见解，以了解对 PFI 和 PS 的影响以及一些双向影响。
