A Meta-Analysis of Parenting and School Success: The Role of Parents in Promoting Students' Academic Performance.

Abstract

A meta-analysis of 34 primary studies yielding 438 independent findings shows that 20 specific parenting practices, in combination, can account for as much as one-quarter (23.10) of the variance in student achievement outcomes. Seven parenting practices, when combined, account for approximately one-sixth (16.30) of the variance in student achievement. These positive parenting practices are: (1) educational aspirations and grade expectations; (2) parent engagement; (3) authoritative parenting; (4) autonomy support; (5) emotional support; (6) providing resources and learning experiences; and (7) specific parent participation activities in school. Socioeconomic status, grade level, and ethnicity are three moderator factors. Eight negative parenting practices, in combination, also account for 31.9% of the variance in student achievement and are linked to a student's lack of success. (Contains 1 table, 2 figures, and 220 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. A Meta-analysis of Parenting and School Success: The Role of Parents in Promoting Students' Academic Performance Dr. Charlotte Rosenzweig Hofstra University American Educational Research Association 2001 Conference Seattle, Washington SIG ID# S-43-1 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lieThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

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