Does weak academic performance activate parental involvement in schools? A cross-country perspective from the 2015 PISA round
The empirical literature connecting parental involvement with children’s academic performance is one of the most contentious in education policy debates. Home-based parental involvement, or the role of parenting and the family in ensuring that there is a supportive and conducive learning climate at...
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| Format: | text |
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Animo Repository
2020
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| Online Access: | https://animorepository.dlsu.edu.ph/faculty_research/10997 |
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| Institution: | De La Salle University |
| Summary: | The empirical literature connecting parental involvement with children’s academic performance is one of the most contentious in education policy debates. Home-based parental involvement, or the role of parenting and the family in ensuring that there is a supportive and conducive learning climate at home, has been known to positively relate with academic performance. However, the activation and mechanisms of parents’ school-based involvement are much less understood. In this paper, we show parents’ involvement with schools is more frequently activated among parents of lower-performing students in 12 countries, inferring that poor academic performance in specific subject areas are the likely triggers of school-to-home interaction. Involvement is also triggered at different score thresholds depending on the country, reflecting cultural differences in parental involvement conventions among schools. |
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