Parent-child connectedness for schooling and students' performance and aspirations: An exploratory investigation
Author(s)
Hay, Ian
Wright, Suzie
Watson, Jane
Allen, Jeanne
Beswick, Kim
Cranston, Neil
Griffith University Author(s)
Year published
2016
Metadata
Show full item recordAbstract
Student-school connectedness and parent–child connectedness have been identified as important factors in predicting students’ level of educational progress, aspirations and psychosocial wellbeing, but much of this research has been conducted from the students’ perspective and not their parents’ perspective. A 50 item schooling survey was designed for parents, with parent–child connectedness measured using the frequency of conversations between the parent and the child about education. Based on a sample of 53 parents across 25 schools, significant differences were identified by level of parent–child connectedness about schooling ...
View more >Student-school connectedness and parent–child connectedness have been identified as important factors in predicting students’ level of educational progress, aspirations and psychosocial wellbeing, but much of this research has been conducted from the students’ perspective and not their parents’ perspective. A 50 item schooling survey was designed for parents, with parent–child connectedness measured using the frequency of conversations between the parent and the child about education. Based on a sample of 53 parents across 25 schools, significant differences were identified by level of parent–child connectedness about schooling across the three factors of students’ general educational experience; students’ school ability/performance; and students’ educational goals/aspirations. Low parent–child connectedness about schooling was also linked with expectations of students’ early school leaving. Parent–child connectedness about schooling was found to be a stronger differential factor than Socio Economic Status in the parents’ responses. This study supports the notion that parent–child relationships directly and indirectly influence students’ school progress. Implications for educational practice are discussed in the paper.
View less >
View more >Student-school connectedness and parent–child connectedness have been identified as important factors in predicting students’ level of educational progress, aspirations and psychosocial wellbeing, but much of this research has been conducted from the students’ perspective and not their parents’ perspective. A 50 item schooling survey was designed for parents, with parent–child connectedness measured using the frequency of conversations between the parent and the child about education. Based on a sample of 53 parents across 25 schools, significant differences were identified by level of parent–child connectedness about schooling across the three factors of students’ general educational experience; students’ school ability/performance; and students’ educational goals/aspirations. Low parent–child connectedness about schooling was also linked with expectations of students’ early school leaving. Parent–child connectedness about schooling was found to be a stronger differential factor than Socio Economic Status in the parents’ responses. This study supports the notion that parent–child relationships directly and indirectly influence students’ school progress. Implications for educational practice are discussed in the paper.
View less >
Journal Title
International Journal of Educational Research
Volume
77
Subject
Education
Specialist studies in education not elsewhere classified