Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA

Autor/in	Hartas, Dimitra
Titel	Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA
Quelle	In: European Journal of Educational Research, 4 (2015) 4, S.185-195 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Parents; Parent Participation; Parent Child Relationship; Child Rearing; Family Environment; International Assessment; Achievement Tests; Secondary School Students; Measures (Individuals); Factor Analysis; Parent Background; Educational Attainment; Regression (Statistics); Chile; Denmark; Germany; Hungary; Italy; New Zealand; Portugal; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Eltern; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Familienmilieu; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Messdaten; Faktorenanalyse; Elternhaus; Bildungsabschluss; Bildungsgut; Regression; Regressionsanalyse; Dänemark; Deutschland; Ungarn; Italien; Neuseeland; Korea; Republik
Abstract	Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children's learning at the start of primary school and at age 15. Cross-national analyses showed that a high percentage of parents were frequently involved in various ways with their children's learning, with some OECD countries showing parental involvement to be very common. Less instrumental, more subtle forms of parental involvement such as parent-child conversations about topical social issues emerged as the strongest predictor for continuing parental literacy support at age 15. These findings have important implications for understanding patterns and forms of parenting and for guiding family policy to consider cultural, economic and educational explanations about the nature of parental involvement in children's education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01