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Why do parents become involved in their children’s education?
We begin our review of non-economic literature by presenting theories of why parents of school-aged children become involved in their child’s education.
What are the relevant process variables according to research in psychology, sociology, and education, that motivate the decision by parents to become involved, and why does this involvement positively influence educational outcomes? According to the psychological model proposed by Hoover-Dempsey &
Sandler [1995], three (dynamic) constructs primarily influence parents’ involvement decisions:
1. The parents’ understanding of their role in the child’s life: what they believe that parents are supposed to do in relation to their children’s education and educational progress. Parents become involved in schools if they hold the belief that they should be involved.
2. The parents’ sense of efficacy for helping their child succeed in school: do parents believe that their involvement can exert a positive influence on children’s educational outcomes?
3. The general invitations, demands, and opportunities for parental involvement by both the child and the child’s school: do parents perceive that the child and the school want them to be involved?
Scholars in this field have constructed scales, rooted in psychologic role and efficacy theories and assessed for reliability, that allow scholars to rank parents with respect to their role construction and their sense of efficacy; education scholars, following Epstein [1986] and Epstein et al. [1994], have established scales for measuring parents’ perception of invitations to involvement and for assessing their level of involvement. A recent example of these scales, with references to previous work, can be found in Walker et al. [2005].
Using these measures, the importance of the three mentioned constructs
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