Countless meta-analytic studies document the relation between parental involvement and achievement, but they mostly include studies conducted in the United States where parental involvement is framed as a policy issue. This is the first meta-analytic study focusing on East Asian countries characterized by high achievement levels, a comparatively standardized education system, and no policy encouraging family–school relations. A meta-analysis of 15 studies retrieved from an exhaustive search of the literature reveals a positive association between parental involvement and achievement. The strength of the relation was highest for academic socialization, followed by home involvement and school involvement, similar to previous meta-analyses.
BorensteinM.HedgesL. V.HigginsJ. P.RothsteinH. R. (2009). Introduction to meta-analysis. Chichester, UK: John Wiley.
2.
*ButlerY. G. (2014). Parental factors and early English education as a foreign language: A case study in mainland China. Research Papers in Education, 29, 410-437. doi:10.1080/02671522.2013.776625
3.
ByunS. Y.KimK. K.ParkH. (2012). School choice and educational inequality in South Korea. Journal of School Choice, 6, 158-183. doi:10.1080/15582159.2012.673854
4.
*ByunS. Y.PongS. (2016). Children’s highbrow cultural activities and academic achievement in Hong Kong. Research in the Sociology of Education, 19, 123-148. doi:10.1108/S1479-353920150000019006
5.
CastroM.Expósito-CasasE.López-MartínE.LizasoainL.Navarro-AsencioE.GaviriaJ. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. doi:10.1016/j.edurev.2015.01.002
6.
ChaoR. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119.
7.
ChaoR. K. (2000). The parenting of immigrant Chinese and European American mothers: Relations between parenting styles, socialization goals, and parental practices. Journal of Applied Developmental Psychology, 21, 233-248. doi:10.1016/S0193-3973(99)00037-4
8.
ChaoR. K.KanatsuA.StanoffN.PadmawidjajaI.AqueC. (2009). Diversities in meaning and practice: The parental involvement of Asian immigrants. In HillN. E.ChaoR. K. (Eds.), Families, schools, and the adolescent: Connecting research, policy, and practice (pp. 110-125). New York, NY: Teachers College Press.
9.
*ChenC.LeeS.StevensonH. (1996). Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents. Journal of Educational Psychology, 88, 750-759.
10.
*ChenH.-H.NewlandL. A.LiangY. C.GigerJ. T. (2016). Mother educational involvement as a mediator between beliefs, perceptions, attachment, and children’s school success in Taiwan. Journal of Family Studies, 22, 1-19. doi:10.1080/13229400.2015.1020985
11.
CheungC. S.PomerantzE. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82, 932-950. doi:10.1111/j.1467-8624.2011.01582.x
12.
ChiuM. M.McBride-ChangC. (2010). Family and reading in 41 countries: Differences across cultures and students. Scientific Studies of Reading, 14, 514-543.
13.
ChoiYKimSung wonHongW (2018). Is the role of cultural capital on student achievement in South Korea different? A systematic review. British Journal of Sociology of Education. Advance online publication. doi:10.1080/01425692.2019.1592662
14.
CohenJ. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
15.
CooperH. M. (2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Los Angeles, CA: SAGE.
16.
DaviesS.RizkJ. (2018). The three generations of cultural capital research: A narrative review. Review of Educational Research, 88, 331-365.
17.
DuvalS.TweedieR. (2000). A nonparametric “trim and fill” method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95(449), 89-98.
18.
EpsteinJ. L. (2001). School, family, and community partnerships: Preparing educators, and improving schools. Boulder, CO: Westview Press.
19.
EpsteinJ. L. (2010). School/family/community partnerships: Caring for the children we share: When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81-96.
20.
ErionJ. (2006). Parent tutoring: A meta-analysis. Education and Treatment of Children, 29, 79-106.
21.
FanX.ChenM. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22. doi:10.1023/A:1009048817385
22.
GoodallJ.MontgomeryC. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399-410.
23.
GreenA. (1999). Education and globalization in Europe and East Asia: Convergent and divergent trends. Journal of Education Policy, 14, 55-71.
24.
GreenA.PrestonJ.JanmaatJ. (2006). Education, equality and social cohesion: A comparative analysis. London, England: Palgrave Macmillan.
25.
GrolnickW. S.SlowiaczekM. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
26.
GuW. (2008). New horizons and challenges in China’s public schools for parent involvement. Education, 128, 570-578.
27.
HillN. E.ChaoR. K. (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York, NY: Teachers College Press.
28.
HillN. E.TysonD. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763. doi:10.1037/a0015362
29.
*HollowayS. D.CampbellE. J.NagaseA.KimS.SuzukiS.WangQ.. . . BaakS. Y. (2016). Parenting self-efficacy and parental involvement: Mediators or moderators between socioeconomic status and children’s academic competence in Japan and Korea?Research in Human Development, 13, 258-272. doi:10.1080/15427609.2016.1194710
30.
Hoover-DempseyK.SandlerH. M. (1995). Parental involvement in children’s education: Why does it make a difference?Teachers College Record, 97, 310-331.
31.
Hoover-DempseyK.SandlerH. M. (1997). Why do parents become involved in their children’s education?Review of Educational Research, 67, 3-42.
32.
Hoover-DempseyK. V.SandlerH. M. (2005). Final performance report for OERI Grant #R305T010673: The social context of parental involvement: A path to enhanced achievement. Retrieved from http://www.vanderbilt.edu/peabody/family-school/Reports.html
33.
HornbyG.LafaeleR. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63, 37-52.
34.
*HsuH.ZhangD.KwokO.LiY.JuS. (2011). Distinguishing the influences of father’s and mother’s involvement on adolescent academic achievement: Analyses of Taiwan education panel survey data. Journal of Early Adolescence, 31, 694-713. doi:10.1177/0272431610373101
35.
JeynesW. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112 (3), 747-774.
36.
JeynesW. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership and Management, 38 (2), 147-163.
37.
JeynesW. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35, 202-218. doi:10.1177/0013124502239392
38.
JeynesW. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237-269. doi:10.1177/0042085905274540
39.
JeynesW. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 42, 82-110. doi:10.1177/0042085906293818
40.
JeynesW. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47, 706-742. doi:10.1177/0042085912445643
41.
KariyaT. (2012). Education reform and social class in Japan: The emerging incentive divide. New York, NY: Routledge.
42.
KennedyE. (1995). Correlates of perceived popularity among peers: A study of race and gender differences among middle school students. Journal of Negro Education, 186-195.
43.
KimE. (2002). The relationship between parental involvement and children’s educational achievement in the Korean immigrant family. Journal of comparative family studies, 529-540.
44.
KimS.ChoH.S.SongM. (2018). Revisiting the explanations for Asian American scholastic success: A meta-analytic and critical review. Educational Review. Advance online publication. doi.org/10.1080/00131911.2018.1471664
45.
KimS.FongV. (2013). How parents help children with homework in China: Narratives across the life-span. Asia Pacific Education Review14(4), 581-92.
46.
KimS.HillN. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107, 919-934.
47.
*KungH. Y.LeeC. Y. (2016). Multidimensionality of parental involvement and children’s mathematics achievement in Taiwan: Mediating effect of math self-efficacy. Learning and Individual Differences, 47, 266-273. doi:10.1016/j.lindif.2016.02.004
48.
LareauA.WeiningerE. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, 567-606.
49.
LeeJ.ZhouM. (2014). The success frame and achievement paradox: The costs and consequences for Asian Americans. Race and Social Problems, 6, 38-55.
50.
LipseyM. W.WilsonD. B. (2001). Practical meta-analysis. Thousand Oaks, CA: SAGE.
51.
*LongH.PangW. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22, 283-304. doi:10.1080/13803611.2016.1237369
52.
MaX.ShenJ.KrennH. Y.HuS.YuanJ. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28, 771-801. doi:10.1007/s10648-015-9351-1
53.
MappK., et al. (2008). High school family centers: Transformative spaces linking schools and families in support of student leaning. Marriage & Family Review, 43 (3/4), 338-368.
54.
MattinglyD. J.PrislinR.McKenzieT. L.RodriguezJ. L.KayzarB. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72, 549-576.
55.
MauW.1997. “Parental influences on the high school sudents’ academic achievement: A comparison of asian immigrants, Asian Americans, and white Americans.”Psychology in the Schools34 (3), 267-327.
56.
McLanahanS.SandefurG. (1994). Growing Up with a Single Parent. What Hurts, What Helps. Harvard University Press, 79 Garden Street, Cambridge, MA 02138.
57.
OkagakiL.FrenschP. A.1998. Parenting and children’s school achievement: A multiethnic perspective. American Educational Research Journal35 (1), 123-144.
58.
PatallE. A.CooperH.RobinsonJ. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101. doi:10.3102/0034654308325185
59.
PengS. S.WrightD.1994. “Explanation of academic achievement of Asian American students.”The Journal of Educational Research87 (6), 346-352.
60.
*PhillipsonS. (2009). Context of academic achievement: Lessons from Hong Kong. Educational Psychology, 29, 447-468. doi:10.1080/01443410903059024
61.
RosenthalR. (1991). Meta-analytic procedures for social research (Rev. ed.). Newbury Park, CA: SAGE.
62.
SenechalM.YoungL. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78, 880-907. doi:10.3102/0034654308320319
63.
SirinS. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-453.
64.
StevensonH. W.LeeS.ChenC.LummisM.SiglerJ.FanL.GeF. (1990). Mathematics achievement of children in china and the united states. Child Development, 61, 1053.
65.
*StrightA. D.YeoK. L. (2014). Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore. Journal of Educational Psychology, 106, 301-314. doi:10.1037/a0033821
66.
*TamV. C. W. (2009). A comparison of fathers’ and mothers’ contributions in the prediction of academic performance of school-age children in Hong Kong. International Journal of Psychology, 44, 147-156. doi:10.1080/00207590801910242
67.
TramonteL.WillmsJ. D. (2010). Cultural capital and its effects on education outcomes. Economics of Education Review, 29, 200-213. doi:10.1016/j.econedurev.2009.06.003
68.
WalkerJ. M. T.WilkinsA.DallaireJ. R.Hoover-DempseyK.SandlerH. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544. doi:10.1037/0022-0663.99.3.532
69.
*WangH.CaiT. (2017). Parental involvement, adolescents’ self-determined learning and academic achievement in urban China. International Journal of Psychology, 52, 58-66. doi:10.1002/ijop.12188
70.
*WangY. (2015). A trend study of the influences of parental expectation, parental involvement, and self-efficacy on the English academic achievement of Chinese eighth graders. International Education, 44, 45-69.
71.
*WeiW.WuY.LvB.ZhouH.HanX.LiuZ.LuoL. (2016). The relationship between parental involvement and elementary students’ academic achievement in China: One-only children versus children with siblings. Journal of Comparative Family Studies, 47, 483-500.
72.
WestA.NikolaiR. (2013). Welfare regimes and education regimes: Equality of opportunity and expenditure in the EU (and US). Journal of Social Policy, 42, 469-493.
73.
WilderS. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66, 377-397. doi:10.1080/00131911.2013.780009
74.
XieY.GoyetteK. (2003). Social mobility and the educational choices of Asian Americans. Social Science Research, 32, 467-498.
75.
XuJ.Hampden-ThompsonG. (2011). Cultural reproduction, cultural mobility, cultural resources, or trivial effect? A comparative approach to cultural capital and educational performance. Comparative Education Review, 56, 98-124.
76.
*YouS.LimS. A.NoU.DangM. (2016). Multidimensional aspects of parental involvement in Korean adolescents’ schooling: A mediating role of general and domain-specific self-efficacy. Educational Psychology, 36, 916-934. doi:10.1080/01443410.2015.1025705
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
