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Chinese parental involvement in children‘s learning has been regarded as one of the key factors in accounting for their children‘s superior academic success. Chinese cultural ideologies which highlight the value of learning and parents‘heightened role in children‘s learning may shape Chinese parental involvement. The first goal of the current research was to understand Chinese parental involvement by developing a scale. The second goal was to examine the factors which influenced Chinese parental involvement. Four parental beliefs were tested: parental self-efficacy for helping the child succeed in school, parental value of academic success, parental educational aspiration and expectation for child and parental role belief in children‘s learning in children‘s learning. Children‘s academic performance was also tested as antecedent. Third, the study attempted to examine the effects of Chinese parental involvement on children‘s academic (i.e., children‘s motivational outcomes and academic achievement) and emotional functioning (i.e., life satisfaction). / A total of 323 7th graders and one of their parents participated. Children reported the involvement of their participating parents, as well as their motivational outcomes (i.e., children‘s value of academic success, relative autonomy in pursing academics, self-regulated learning strategies) and life satisfaction at Time 1 and Time 2(abbreviation for T1 and T2, 6 months apart); and children‘s grades were obtained from school records. Parents reported on their involvement in children‘s learning as well as parental beliefs in children‘s learning at T1. / The current research found that Chinese parental involvement not only included teacher initiated school-based involvement, help with schoolwork, cognitive-intellectual involvement, academic socialization regarding current learning, academic socialization regarding future academic goals which have been identified in Western countries, but also included parent initiated school-based involvement, providing a good environment, setting family rules, extra learning, reinforcement/punishment which were also important in Chinese context but have been neglected in previous work. Both parental beliefs and children‘s academic performance were related to Chinese parental involvement. Specifically, four parental beliefs differed in their contributions to various types of involvement. Children‘s academic achievement at T1 positively predicted child-reported parental help with schoolwork and providing a good environment but negatively predicted reinforcement/punishment at T2. Concurrent results (T1) demonstrated that child-reported parental involvement was significantly related to children‘s academic and emotional functioning with the effects varying by types of parental involvement. Specifically, child-reported parental academic socialization regarding current learning was positively associated with children‘s motivational outcomes. However, parental reinforcement/punishment was negatively associated with relative autonomy. Parental providing a good environment positively correlated with children‘s life satisfaction but was not related to children‘s academic outcomes. / Taken together, the study underscores the importance of studying various types of parental involvement practices in understanding Chinese parental involvement. Findings of the current study also highlight the role of parental beliefs and children‘s academic performance in parental involvement. / 中國的家長參與子女學業是造就中國學生優異成績的重要因素之一。中國文化重視學習以及家長在孩子學習中的作用，這些文化觀念會塑造中國家長參與的特點。西方的關於家長參與的理論框架可能不足以讓我們理解中國的家長參與。因此，本研究的第一個目的在於通過編制中國家長參與量表來研究中國家長參與的結構。第二個目的是探討中國家長參與的影響因素：家長的信念以及子女的學業成績。基於信念指導行為的假設，探討了家長的信念包括家長對於輔導子女學業的效能感、家長對學業的價值、家長對子女的期望以及家長對自己參與子女學業的角色建構對家長參與子女學業的影響。此外，基於家長社會化的互動模型，探討了孩子的學業成績對家長參與的影響。研究目的三則探討了家長參與對子女學業和情緒發展的影響，主要關注了家長參與對子女的學習動機、成績以及生活滿意度。 / 323名7年級學生及其家長參加了本次研究。調查分兩次進行，間隔六個月。家長只參加第一次調查，家長報告他們參與子女學業程度以及家長的信念。小孩則在兩次調查中報告他們家長的參與程度、學習動機以及生活滿意度。 / 結果表明，中國的家長參與包括了十個維度: 教師發起的基於學校的參與、輔導功課、認知-智力參與、關於當前學業的社會化、關於未來學習目標的社會化、家長發起的基於學校的參與、提供良好環境、設定家庭規則、課外輔導、強化/懲罰。家長的信念和孩子的學業成績影響家長參與的程度。具體來說，這四種家長的信念對家長參與的不同類型影響不同。孩子的成績正向預測了半年後孩子報告的家長的輔導功課、提供良好環境的程度，負向預測了家長的強化/懲罰。橫向調查的結果發現孩子報告的家長參與與孩子的學業相關，但是這種關係因不同類型的家長參與而異。 / 本研究表明了探討不同類型的中國的家長參與子女學業的重要性。本研究也表明家長的信念以及孩子的學業成績對家長參與的程度的影響。 / Wu, Nini. / Thesis Ph.D. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 108-124). / Abstracts also in Chinese; appendix includes Chinese. / Title from PDF title page (viewed on 12, October, 2016). / Wu, Nini. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.

The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases. The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups. All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation. / Ed. D.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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The purpose of this research project was to determine whether a child-centered parent training program requiring minimal training would increase the language skills of LD pre-school children who have normal receptive language. Seven experimental subjects and 6 control subjects were randomly selected from a pool of middle-class families who answered a newspaper advertisement. The parents of the experimental group received 3 individual training sessions over a 3-month period. They were instructed to spend 15 minutes a day, 5 days a week, for 3 months, in a free play situation with their children using the language stimulation techniques they had learned, i.e., parallel talk, description, self-talk, and expansion. To eliminate a possible "halo effect" from the attention given the children in the experimental group, the parents in the control group were instructed to spend 15 minutes a day, 5 days a week, for 3 months, playing individually with their children.

The purpose of this thesis was to explore Dakota Aboriginal caregivers' involvement in their children's education. The needs of Aboriginal parents, who may share different perspectives regarding the purposes of education, have been ignored historically because of North American assimilation policies. Thus, listening respectfully to the voices of the Wahpeton Dakota caregivers and understanding their involvement in their children's education has been the intent of this research. Qualitative research techniques were used to elicit narratives through semi-structured interviews. The participants in this research were able to reflect back to their childhood educational experiences- traditional and formal- and accept the sometimes troubled experiences that their education provided. Resilience prevailed, as the Aboriginal parents and care givers in this study envisioned a positive future for their own children.<p> The participants' narratives reflected similar, yet different expectations for "formal" education. In mainstream research literature, when educators define parent/care giver involvement, the ideal parent has been described as somehow directly involved in the school setting. This thesis challenges that perception and creates a different understanding of education for Wahpeton caregivers and its relevance to their children's lives. The Wahpeton parents and caregivers saw education as much more than academics. This viewpoint has the potential to provide a much more balanced, inclusive education process for our Aboriginal children.

The purpose of this thesis was to explore Dakota Aboriginal caregivers' involvement in their children's education. The needs of Aboriginal parents, who may share different perspectives regarding the purposes of education, have been ignored historically because of North American assimilation policies. Thus, listening respectfully to the voices of the Wahpeton Dakota caregivers and understanding their involvement in their children's education has been the intent of this research. Qualitative research techniques were used to elicit narratives through semi-structured interviews. The participants in this research were able to reflect back to their childhood educational experiences- traditional and formal- and accept the sometimes troubled experiences that their education provided. Resilience prevailed, as the Aboriginal parents and care givers in this study envisioned a positive future for their own children.<p> The participants' narratives reflected similar, yet different expectations for "formal" education. In mainstream research literature, when educators define parent/care giver involvement, the ideal parent has been described as somehow directly involved in the school setting. This thesis challenges that perception and creates a different understanding of education for Wahpeton caregivers and its relevance to their children's lives. The Wahpeton parents and caregivers saw education as much more than academics. This viewpoint has the potential to provide a much more balanced, inclusive education process for our Aboriginal children.

Lack of parental involvement is one of the biggest challenges schools face. Due to lack of support or too much interference from the parent the academic learning process of the student is disturbed and delayed. This also puts a lot of stress on the teacher trying to support the student in achieving to the best of his or her abilities as well as managing the parents on the side. The purpose of this study was to investigate how 1) different parenting styles deliver different results and if that implies that there exists a more effective parenting style when it comes to school performance, 2) if we could make any correlations between school behaviour, motivation, results and how parents approach their children at home, and 3) to further explore how parenting style affects the academic performance of students in a local Hong Kong kindergarten. Therefore the aim was to explain the relationship between parenting styles, goal orientation and academic achievement in an Early Years Hong Kong school setting. This study identified the parenting styles prevalent in the kindergarten and explored which of the four parenting styles from Baumrind (1971) and Chao (1994) are being used by the kindergarten parents. It continued by identifying the academic achievement prevalent amoung the students and correlating it with their parent’s parenting style. A combination of qualitative and quantitative methods was used throughout this study. A group of 60 Kindergarten students were monitored through observation for a period of 6 months in order to track their academic achievement. A survey was sent home and completed by the 60 parents of these students collecting information on parenting style and socio-economic information. Finally both findings were correlated and significant similarities and connections were identified between both parenting style and academic achievement. The study found strong correlations between parenting styles and the performance of students in school especially concerning authoritative, authoritarian and training parenting styles. The results indicated students from authoritative parenting background scored significantly higher in academic achievement while students from authoritative and training background had low performance. There was no significant correlation found between goal orientation and parenting style or academic achievement. / published_or_final_version / Education / Master / Master of Education

Previous research has suggested that parent involvement with children at home and in school is positively related to academic performance. Children with little to no parent involvement are at a distinct academic disadvantage. In light of this disadvantage, the present study examined the possibility that participation in extracurricular activities might serve as an alternative option for the school success of these children. Past research has found a significant positive association between participation in extracurricular activities and performance in school. Thus, this study tested the hypothesis that the relationship between parent involvement and school performance depended upon participation in extracurricular activities. In other words, children with low parent involvement who participated in extracurricular activities were expected to academically outperform children with low parent involvement who did not participate in extracurricular activities. This study also contributed to the literature on parent involvement and extracurricular activity participation by testing the relationship of each to academic performance. Participants came from a longitudinal, nationally representative data set and included 8410 third grade children. Parent involvement was measured with a composite variable including home-based and school-based involvement items (derived from parent and teacher report). Extracurricular activity participation was measured by parent report. Each child's academic performance was measured by teacher report of academic competence in reading and math. This study controlled for sex, race/ethnicity, previous achievement and family structure. Contrary to what was expected, the interaction between parent involvement and extracurricular activities was not significant. Although the relation between extracurricular activity participation and academic performance was statistically significant, that of parent involvement and academic performance was not. Supplementary analyses revealed a positive, statistically significant association between school-based parent involvement and school performance; a negative, statistically significant relation was found between home-based parent involvement and school performance. Previous research supporting home-based parent involvement has utilized parent training provided by schools and teachers. Results of the current study, which did not involve formal parent training, may therefore suggest that children stand to gain more from home-based parent involvement when schools and teachers encourage, train, and support parents. In response to the encouraging finding with respect to extracurricular activity participation, future researchers may wish to delve further into the topic by examining the activities or characteristics of those activities that prove most beneficial for the academic performance of children. / text