Parental Involvement and Students' Academic Achievement: A Meta-Analysis
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Parental involvement is associated with increased academic achievement, with an effect size of 0.33.
“Association between parental involvement and increased academic achievement, effect size = 0.33.”
From Critical connections: health and academics (2015) · cites this paper as [93]
The association between parental involvement and academic achievement is stronger when academic achievement is represented by a global indicator such as GPA than by a subject-specific indicator such as math grade.
“Association is stronger when academic achievement is represented by a global indicator (eg, GPA) than by a subject-specific indicator (eg, math grade).”
From Critical connections: health and academics (2015) · cites this paper as [93]
Students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.
“Research has shown that students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.93–97”
From Critical connections: health and academics (2015) · cites this paper as [93]
Five review articles examined the association between family engagement and academic achievement.
“Five review articles examined the association between family engagement and academic achievement.93–97”
From Critical connections: health and academics (2015) · cites this paper as [93]
The positive effects of parental engagement on academic outcomes have been shown for elementary school, middle school, and high school students.
“These positive effects have been shown for elementary school, middle school, and high school students.”
From Critical connections: health and academics (2015) · cites this paper as [93]
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- Authors
- Fan, X., & Chen, M.
- Affiliations
- Utah State University (US)
- University of Mississippi Medical Center (US)
- ORCID
- Fan, Xitao
- Venue
- Educational Psychology Review
- Published
- 2001-03
- Volume
- 13
- Issue
- 1
- Pages
- 1-22
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2109450061
- Cited by
- 2,648
- References
- 78
- Citations by year
- 2026: 126 · 2025: 195 · 2024: 138 · 2023: 134 · 2022: 118 · 2021: 116 · 2020: 124 · 2019: 150 · 2018: 148 · 2017: 142 · 2016: 162 · 2015: 155 · 2014: 166 · 2013: 159 · 2012: 136
- FWCI
- 48.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Educational Psychology Review (publishedVersion)
- Funders
- National Science Foundation
- American Educational Research Association
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Diverse Education Studies and Reforms
- Keywords
- parental involvement, academic performance, parental expectations, parental aspirations, home supervision, grade point average, moderators of effect size
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