Parental involvement in municipal schools in Chile: Why do parents choose to get involved?

Taly Reininger, Alejandra Santana López

Resultado de la investigación: Article

1 Cita (Scopus)

Resumen

Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at-home and at-school involvement when controlling for child, parent, and household characteristics. Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. Understanding the importance of parental involvement as a protective factor in children's mental health, the article concludes with reflections on the findings for school-based mental health interventions. Specifically, the conclusions explore how to integrate family involvement initiatives and increase parental involvement, taking into account parental motivations for involvement in an international setting.

Idioma originalEnglish
Páginas (desde-hasta)363-379
Número de páginas17
PublicaciónSchool Psychology International
Volumen38
N.º4
DOI
EstadoPublished - 1 ago 2017

Huella dactilar

Chile
parents
Parents
school
Mental Health
Self Efficacy
Motivation
school grade
mental health
Research
self-efficacy
energy
income

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Citar esto

Reininger, Taly ; Santana López, Alejandra. / Parental involvement in municipal schools in Chile : Why do parents choose to get involved?. En: School Psychology International. 2017 ; Vol. 38, N.º 4. pp. 363-379.
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Parental involvement in municipal schools in Chile : Why do parents choose to get involved? / Reininger, Taly; Santana López, Alejandra.

En: School Psychology International, Vol. 38, N.º 4, 01.08.2017, p. 363-379.

Resultado de la investigación: Article

TY - JOUR

T1 - Parental involvement in municipal schools in Chile

T2 - Why do parents choose to get involved?

AU - Reininger, Taly

AU - Santana López, Alejandra

PY - 2017/8/1

Y1 - 2017/8/1

N2 - Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at-home and at-school involvement when controlling for child, parent, and household characteristics. Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. Understanding the importance of parental involvement as a protective factor in children's mental health, the article concludes with reflections on the findings for school-based mental health interventions. Specifically, the conclusions explore how to integrate family involvement initiatives and increase parental involvement, taking into account parental motivations for involvement in an international setting.

AB - Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at-home and at-school involvement when controlling for child, parent, and household characteristics. Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. Understanding the importance of parental involvement as a protective factor in children's mental health, the article concludes with reflections on the findings for school-based mental health interventions. Specifically, the conclusions explore how to integrate family involvement initiatives and increase parental involvement, taking into account parental motivations for involvement in an international setting.

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