Parental involvement in primary school education: Its relationship with children’s academic performance and psychosocial competence through engaging children with school

Parental involvement in primary school education: Its relationship with children’s academic performance and psychosocial competence through engaging children with school

• Wong, Rosa Sze Man The University of Hong Kong
• Ho, Frederick Ka Wing The University of Hong Kong
• Wong, Wilfred Hing Sang The University of Hong Kong
• Tung, Keith Tsz Suen The University of Hong Kong
• Chow, Chun Bong The University of Hong Kong
• Rao, Nirmala The University of Hong Kong
• Chan, Ko Ling The Hong Kong Polytechnic University
• Ip, Patrick The University of Hong Kong

Journal of Child and Family Studies, 27(5), 1544-1555, 2018

Springer Science & Business Media

2018

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• Q Philosophy of Education, Educational System & School At Different Levels
  • QC Primary Education

Psychology Parental Involvement Academic Achievement Psychosocial Wellbeing School Engagement Child Development Overparenting Learning Psychological Wellbeing Psychosocial Factors Mathematics Parents Prosocial Behaviour Side Effects Home Based Psychosocia

• Hong Kong

• 1997.7 onwards

• Primary Education

The benefits of parental involvement in children’s education have been well established but increasing evidence suggests that overparenting may have adverse effects on children. The question of whether excessive parental involvement hinders children’s academic and psychosocial development warrants further investigations. This study examined the associations of parental educational involvement at home and in school with academic performance and psychological health of 507 Chinese Grade 3 schoolchildren in Hong Kong. Parents reported on their level of involvement in children’s schooling and their children’s psychosocial issues. Children were surveyed to determine their school engagement, and their Chinese language and mathematics attainment was assessed. We also explored the underlying mechanism by testing children’s engagement with school as a mediator of the relationships. Our results showed that home-based parental educational involvement was positively associated with children’s language competence and psychosocial wellbeing, and the associations were linked through engaging children with school. However, the benefits reached a plateau at higher level of parental involvement in children’s learning at home. School-based parental involvement had an indirect effect on children’s prosocial behavior through school engagement. These findings highlight the significance of optimal level of parental involvement in children’s education at home for children’s development.
[Copyright of Journal of Child and Family Studies is the property of Springer Science & Business Media. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s10826-017-1011-2]

• English

Journal Articles

• 10621024

• 10.1007/s10826-017-1011-2

https://bibliography.lib.eduhk.hk/en/bibs/2f3b9e0f

2018-12-11