Educational Psychology Review

, Volume 13, Issue 1, pp 1–22

Parental Involvement and Students' Academic Achievement: A Meta-Analysis

  • Xitao Fan
  • Michael Chen
Article

DOI: 10.1023/A:1009048817385

Cite this article as:
Fan, X. & Chen, M. Educational Psychology Review (2001) 13: 1. doi:10.1023/A:1009048817385

Abstract

The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.

parental involvement academic achievement school education meta-analysis 

Copyright information

© Plenum Publishing Corporation 2001

Authors and Affiliations

  • Xitao Fan
    • 1
  • Michael Chen
    • 2
  1. 1.Utah State UniversityUSA
  2. 2.University of Mississippi Medical CenterUSA