A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education

Xin Ma, Jianping Shen, Huilan Y. Krenn, Shanshan Hu, Jing Yuan

Research output: Contribution to journalReview articlepeer-review

157 Scopus citations

Abstract

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement measure family involvement and partnership development. The relationship (with adjustment over frameworks and study features) indicated a strong and positive correlation (.509) between learning outcomes and parental involvement. Although types of parental (behavioral, personal, and intellectual) involvement and building institutional capacity demonstrated the greatest importance to the relationship, the role of parents (family involvement) was more important than the role of schools and communities (partnership development). For a strong relationship, behavioral involvement, home supervision, and home-school connection were the keys from family involvement, whereas capacity to engage parents, respectful and effective leadership in relation to families and children, and institutionalized authentic partnerships were the keys from partnership development.

Original languageEnglish
Pages (from-to)771-801
Number of pages31
JournalEducational Psychology Review
Volume28
Issue number4
DOIs
StatePublished - Dec 1 2016

Bibliographical note

Publisher Copyright:
© 2015, Springer Science+Business Media New York.

Keywords

  • Early childhood
  • Elementary education
  • Learning outcomes
  • Meta-analysis
  • Parental involvement

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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