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Cited by 107Parental Involvement in EducationDiverse Education Studies and ReformsSchool Choice and Performance

A review of the relationship between parental involvement and children's academic achievement and the role of family socioeconomic status in this relationship

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Turhan Şengönül·2022·Pegem Journal of Education and Instruction
DOI 10.47750/pegegog.12.02.04
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Abstract

Based on Bronfenbrenner's (1986) ecological system theory, Bourdieu's (1997) concept of cultural capital and Coleman's concept of social capital, the present study has examined the relationship between parents' involvement in their children’s education and their academic achievement as well as the role the socioeconomic status plays in this relationship. Results obtained from a re-examination of 42 studies published between 2003 and 2021 revealed that there was a positive correlation between parental involvement and academic achievement of children. Parental involvement at home and at school, such as parents’ reading to their children at home, providing encouragement and support for learning, maintaining high aspirations and expectations for their children’s education and academic success, establishing communication, discussing school issues with their children, all have positively impacted the academic achievement of children. Socio-economic status (SES) affected the relationship between parental involvement and school success of children and played a mediating role in this relationship. Children of families with higher socioeconomic status made better use of their parents' involvement thanks to their parent’s greater cultural capital. Nevertheless, the educational involvement that parents with lower socioeconomic status can demonstrate is important in that it reduces or eliminatates the disadvantages that children from poor and lower educated families may encounter and the risk of academic failure. The impact of increased parental involvement on poor and lower SES children was greater, and these children made better use of parental involvement and were able to boost their academic achievement to a certain extent.

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  • Parental engagement, irrespective of socioeconomic standing, is consistently linked to enhanced academic and creative outcomes, fostering children's mental well-being, self-confidence, and overall developmental success.

    “Parental engagement, irrespective of socioeconomic standing, has consistently been linked to enhanced academic and creative outcomes, fostering children's mental well-being, self-confidence, and overall developmental success (Sengonul, 2022;Huang et al., 2021).”

    From Socioeconomic Barriers to Parental Involvement in Art Education (2024) · cites this paper as Sengonul, 2022

    The Abstract reports a positive correlation between parental involvement and academic achievement, and the Introduction links involvement to children's social and emotional development. The Discussion also says socioeconomic status affects this relationship, so “irrespective of socioeconomic standing” overlooks an important qualification. The passages do not establish enhanced creative outcomes, mental well-being, or children's self-confidence. (LLM, conf=0.86)

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Cited by

Sorted by citations

Authors
Şengönül, T.
Affiliations
Ege University (TR)
Corresponding author
Turhan Şengönül
Venue
Pegem Journal of Education and Instruction
Publisher
SynthesisHub Advance Scientific Research
Published
2022-01-01
Volume
12
Issue
2
ISSN
2146-0655 (ISSN-L)
DOI
10.47750/pegegog.12.02.04
OpenAlex
W4285610857
Cited by
107
References
3
Citations by year
2026: 39 · 2025: 37 · 2024: 22 · 2023: 8 · 2022: 1
FWCI
27.87
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
Pegem Journal of Education and Instruction (publishedVersion, cc-by-nc)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Diverse Education Studies and Reforms
  • Social Sciences › Education › School Choice and Performance
Keywords
parental involvement, children's academic achievement, family socioeconomic status, cultural capital, social capital, ecological systems theory, parent-child reading, parental expectations, school communication, educational disadvantage

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