Effects of Parent's Engagement in Children's Education on School Attendance and Grade/Performance

Literature Review 1
THE EFFECTS OF PARENT’S ENGAGEMENT IN THEIR CHILDREN EDUCATION ON
THEIR SCHOOL ATTENDANCE AND GRADE/PERFORMANCE
By (Student’s Name)
Professor’s Name
College
Course
Date

Literature Review 2
THE EFFECTS OF PARENT’S ENGAGEMENT IN THEIR CHILDREN EDUCATION ON
THEIR SCHOOL ATTENDANCE AND GRADE/PERFORMANCE
Introduction
In the ancient era, parents were never deeply engaged in the schooling of their children.
However, the trending globe currently demands increased parental participation in their
children’s studies. Vaden-Kierman et al. (2005) held that involvement of parents remains a vital
force in the development, learning alongside the success of their children not only in life but also
at school. Many years of study in the family involvement area have repeatedly backed the simple
fact that students of involved or engaged parents show a much higher opportunity to develop into
knowledgeable, healthy, caring, and responsible adults (Mo and Singh 2008).
Involvement of parents in children education has various faces and assumes differing
degrees from the simple query posed at dining tables: “How was school today?” to everyday
inspection alongside homework assignment completion sign-off, to frequent trips to museum,
libraries, art and cultural events, to partaking in evaluation of program and other activities of
decision making. Provided this broad range of “definitions” of involvement, it is usually
challenging to compare and contrast information across, programs, fields, and studies.
The rationale for a missing universally accepted definition is that parents’
involvement/engagement remains a complicated idea. Some of the variables that have to be
considered include characteristics and development of a child; family and school beliefs and
expectations; different roles played by parents, teachers, and students; life demands and cultural
perspectives; and policies outlining or mandating schools to forge associations with
families/parents. All the considerations mentioned above contribute to what is called the school-
family partnership.

Literature Review 3
Methods
The qualitative systematic review of literature is used in this paper to collect the data for
analysis. The method focuses on integrating and comparing the findings from the qualitative
studies. The researcher looks for constructs or themes that lie in or across the individual
qualitative studies. This researcher employs selective sampling to search for the sources. The
articles are appraised through qualitative assessment to mediate messages rather than for
inclusion and exclusion. The appraised articles are synthesized through qualitative narrative
synthesis. The synthesized data are then analyzed using the thematic analysis which includes
conceptual models.
Research Questions:
The following two research questions will be used:
 What is the correlation between parent’s engagement in their children education and their
children school attendance and grade/performance?
 What is the effects of parents’ engagement in their children school on their school
attendance and grade/performance?
Theoretical Framework
Academic involvement or engagement remains a multidimensional construct with
varying definitions. The commonly utilized definition is the investment (physical) alongside
effort focused towards mastering, learning or understanding the skills, craft or knowledge which
academic work is designed to endorse. According to Pennsylvania Cyber Charter School (2015),
parent involvement in their respective children education is described as parents’ participation in
unvarying, collaborative, and significant communication engaging students’ academic learning
alongside additional activities of the school including ensuring the following. (1) families are

Literature Review 4
playing fundamental roles in helping to learn of their children; (2) inspiring parents to get
actively engaged in kids’ studies in learning institutions; and (3) parent become all-time
associates in their respective children’s studies and stay incorporated as required, in making
decisions as well as on committees (advisory) in kid’s schooling.
Both behavioral and emotional factors indicate engagement. Three levels of behavioral
engagement include basic school attendance and school work completion; class participation
when requested by teachers like responding to questions when asked; and active participation
like asking questions as well as doing additional work. Such variable as the much a learner likes
his school, the extent to which a learner feels bored while at his school, and the degree of
firmness a learner thinks feels he belongs in school is the emotional engagement. Fredrick et al.
(2004) added that engagement encompasses; (i) cognitive, (ii) emotional, and (iii) behavioral
components whereby the first one entails affect, identifying with school, belonging and interest
whereas the second one is directed towards, investing psychologically, self-regulation, alongside
strategic thinking. Fredrick et al. (2004) framework are followed in this current study by
composing three engagement/involvement constructs-emotional, reflecting as well as cognitive
constituents.
Parental Involvement and Relationships
Previous scholars have discovered that parental engagement in their adolescents’
schooling appears to significantly influence both decisions around education and participation in
the students’ learning processes. Parental engagement alongside conversation regarding school
associated issues inspires the academic behavior of their adolescents. Positive effects have been
noted in respect of parental involvement on schools attendance and grades. Nurturing and