A Comprehensive Model of Preschool through High School Parent Involvement with Emphasis on the Psychological Facets

Autor/in	Froiland, John Mark
Titel	A Comprehensive Model of Preschool through High School Parent Involvement with Emphasis on the Psychological Facets
Quelle	In: School Psychology International, 42 (2021) 2, S.103-131 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Froiland, John Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034320981393
Schlagwörter	Parent Participation; Parent Attitudes; School Readiness; Expectation; Child Development; Personal Autonomy; Parent Role; Student Motivation; Learner Engagement; Parent School Relationship; Well Being; Children; Adolescents; Preschool Education; Elementary Secondary Education; Psychology; Beliefs; Interpersonal Relationship; Literacy; Family Environment; Reading Habits; Recreational Activities; Homework; Television Viewing; Models; School Psychologists; Parenting Styles + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elternverhalten; Readiness for school; School ability; Schulreife; Expectancy; Erwartung; Kindesentwicklung; Individuelle Autonomie; Parental role; Elternrolle; Schulische Motivation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-school education; Vorschulerziehung; Psychologie; Belief; Glaube; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Familienmilieu; Reading habit; Lesegewohnheit; Freizeitgestaltung; Hausaufgabe; Fernsehkonsum; Analogiemodell; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01