ERIC Number: EJ885460
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: 0
The Relationship between Parental Involvement, Self-Regulated Learning, and Reading Achievement of Fifth Graders: A Path Analysis Using the ECLS-K Database
Xu, Min; Kushner Benson, Susan N.; Mudrey-Camino, Renee; Steiner, Richard P.
Social Psychology of Education: An International Journal, v13 n2 p237-269 Jun 2010
This study examined the relationship between parental involvement, self-regulated learning (SRL), and reading achievement through analyzing the fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). The results identified six dimensions of parental involvement that are likely to foster SRL of fifth graders: "School Involvement", "TV Rules", "Homework Help", "Homework Frequency", "Parental Education Expectations", and "Extracurricular Activities". Of these three dimensions, "Parental Education Expectations", "School Involvement", and "Homework Help", were found to have stronger effects on SRL; Parental Education Expectations was found to have the strongest beneficial effect on SRL. The results also suggest that SRL mediates the relationship between parental involvement and reading achievement. These results provide a framework for parents to help their children develop SRL skills and guide educators and school administrators as they intend to increase parental involvement and its effectiveness.
Descriptors: Homework, Extracurricular Activities, Reading Achievement, School Involvement, Parent Participation, Path Analysis, Parent School Relationship, Correlation, Metacognition, Grade 5, Longitudinal Studies, Parent Aspiration, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Authoring Institution: N/A