Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a
Ziwen Teuber1, Lena Sielemann1, Elke Wild1
1Department of Psychology, Bielefeld University, Bielefeld, Germany.
The British Journal of Educational Psychology
|October 3, 2022
Summary
Parental involvement impacts student achievement. Autonomy-supportive involvement fosters reciprocal positive relations with academic achievement, while controlling involvement is linked to lower achievement over time.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Child Development
Background:
- Parental involvement is a long-standing research interest in relation to student achievement.
- Reciprocal processes between parents and children are recognized but under-researched regarding academic outcomes.
- Few studies have longitudinally examined the bidirectional relationship between parental involvement and academic achievement.
Purpose of the Study:
- To investigate longitudinal associations between autonomy-supportive or controlling parental involvement and children's academic achievement using self-determination theory.
- To compare the efficacy of a random-intercept cross-lagged panel model (RI-CLPM) versus a traditional cross-lagged panel model (CLPM) for analyzing reciprocal relations.
- To address methodological debates in examining reciprocal effects in parent-child academic relationships.
Main Methods:
- A 5-year longitudinal dataset of 1465 secondary school students was analyzed.
- Both a random-intercept cross-lagged panel model (RI-CLPM) and a traditional cross-lagged panel model (CLPM) were employed.
- Student gender, school type, socioeconomic status, and cognitive ability were controlled for in the analyses.
Main Results:
- The RI-CLPM demonstrated a superior fit to the data compared to the CLPM.
- Both parental involvement and academic achievement exhibited trait-like stability at the between-person level.
- Autonomy-supportive involvement showed positive reciprocal relationships with academic achievement at the within-person level, whereas controlling involvement was associated with lower achievement between persons but not within persons.
Conclusions:
- The study highlights the importance of distinguishing between between-person and within-person effects in understanding parental involvement and academic achievement.
- Autonomy-supportive parental involvement fosters positive, reciprocal growth in academic achievement.
- Controlling parental involvement is detrimental to academic achievement, particularly at the between-person level.
Keywords:
autonomy supportbetween-person and within-person levelslongitudinal studyparental supportreciprocal relationsMore Related Videos
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