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Correlations between Parental Involvement in Education and School-Age Children's Academic Achievement: Increasing or Diminishing Returns over Time?

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Title: Correlations between Parental Involvement in Education and School-Age Children's Academic Achievement: Increasing or Diminishing Returns over Time?
Authors: XING Shufen1, LIU Yining2
Source: Frontiers of Education in China. Dec2024, Vol. 19 Issue 4, p462-481. 20p.
Subject Terms: *Academic achievement, *Teaching methods, *Student development, *School children, *Socioeconomic status
Abstract: In light of the "double reduction" policy, the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education. This longitudinal study investigated how various dimensions of parental involvement in education correlated to school-age children's academic achievement while examining the moderating effect of family socioeconomic status (SES). As observed, three dimensions of parental involvement in education had respective predictive effects on school-age children's academic achievement: (1) Personal involvement positively predicted academic achievement, with stronger involvement leading to improved outcomes; (2) cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement, indicating diminishing returns when the involvement was excessive; (3) behavioral involvement exhibited an insignificant predictive effect on academic achievement. Moreover, the personal involvement of lower SES parents showed a strong predictive effect, proving the specificity of the moderating effect of family SES. The findings shed light on policy making, enhancing effective parental involvement in education, and promoting high-quality family education development. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Correlations between Parental Involvement in Education and School-Age Children's Academic Achievement: Increasing or Diminishing Returns over Time?
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  Data: <searchLink fieldCode="JN" term="%22Frontiers+of+Education+in+China%22">Frontiers of Education in China</searchLink>. Dec2024, Vol. 19 Issue 4, p462-481. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink>
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  Data: In light of the "double reduction" policy, the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education. This longitudinal study investigated how various dimensions of parental involvement in education correlated to school-age children's academic achievement while examining the moderating effect of family socioeconomic status (SES). As observed, three dimensions of parental involvement in education had respective predictive effects on school-age children's academic achievement: (1) Personal involvement positively predicted academic achievement, with stronger involvement leading to improved outcomes; (2) cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement, indicating diminishing returns when the involvement was excessive; (3) behavioral involvement exhibited an insignificant predictive effect on academic achievement. Moreover, the personal involvement of lower SES parents showed a strong predictive effect, proving the specificity of the moderating effect of family SES. The findings shed light on policy making, enhancing effective parental involvement in education, and promoting high-quality family education development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Academic achievement
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      – SubjectFull: Student development
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      – SubjectFull: School children
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              Text: Dec2024
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