Parental Involvement in Educational Activities in Tanzania: Understanding Motivational Factors

Autor/inn/en	Kigobe, Janeth; Ghesquière, Pol; Ng'Umbi, Michael; Van Leeuwen, Karla
Titel	Parental Involvement in Educational Activities in Tanzania: Understanding Motivational Factors
Quelle	In: Educational Studies, 45 (2019) 5, S.613-632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kigobe, Janeth) ORCID (Ghesquière, Pol) ORCID (Van Leeuwen, Karla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1509780
Schlagwörter	Foreign Countries; Parent Participation; Motivation; Family Environment; Grade 2; Children; Elementary School Students; Parent School Relationship; Time Management; Expectation; Academic Achievement; Self Efficacy; Parent Child Relationship; Role Perception; Parent Teacher Cooperation; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; psychologische; Motivation (psychologisch); Familienmilieu; School year 02; 2. Schuljahr; Schuljahr 02; Child; Kind; Kinder; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zeitmanagement; Expectancy; Erwartung; Schulleistung; Self-efficacy; Selbstwirksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Role conception; Rollenverständnis; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Tansania
Abstract	In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler's model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents' expectations for children's school success predicted home involvement, next to parents' perceived time and energy, child invitations and parents' self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01