ERIC Number: EJ1436473
Record Type: Journal
Publication Date: 2024-Aug
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: EISSN-1573-336X
The Associations between Parenting Self-Efficacy and Parents' Contributions to the Home-School Partnership among Parents of Primary School Students: A Multilevel Meta-Analysis
Tianyi Ma; Cassandra L. Tellegen; Julie Hodges; Matthew R. Sanders
Educational Psychology Review, v36 n3 Article 93 2024
High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents' contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents' contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r = 0.189). The associations were stronger for education-focused parenting self-efficacy (r = 0.183) than general parenting self-efficacy (r = 0.114) and were stronger still for home-based participation (r = 0.248) and parental expectations and aspirations (r = 0.248) than school-based participation (r = 0.124) and parent-teacher communication/relationship (r = 0.090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents' contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed.
Descriptors: Elementary School Students, Parents, Self Efficacy, Parent Participation, Family School Relationship, Expectation, Child Rearing
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Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A