This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support predicted higher achievement. Both parents used more academic pressure with their sons, whereas using more encouragement and support with their daughters. The effects of parental involvement were mediated through children's academic competence. This study demonstrates the interactive influences of parents' educational involvement and children's personal characteristics in predicting school achievement. Implications for practice and research in school psychology are presented.
Cette étude a utilisé la méthode d'analyse des pistes causales et un cadre théorique écologique afin d'examiner l'association entre la perception qu'ont les enfants de l'implication parentale dans leur éducation, les caractéristiques personnelles des enfants, et leur succès scolaire. La pression provenant du père prédit une réussite scolaire moins élevée, tandis que l'encouragement et l'appui scolaire de la mère prédit une réussite plus élevée. Les mères et les pères exercent tous les deux plus de pressions académiques sur leurs fils, tout en utilisant plus d'encouragement et d'appui avec leurs filles. L'effet de la participation parentale sur la réussite scolaire était modéré par la compétence académique des jeunes. Cette étude démontre l'interaction entre la participation parentale dans l'éducation de l'enfant et les caractéristiques personnelles de l'enfant dans l'analyse de la réussite scolaire. Nous présentons les implications que ceci représente dans la pratique et la recherche en psychologie scolaire.
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