The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis
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...
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| Veröffentlicht in: | Educational psychology review 2024-09, Vol.36 (3), p.93, Article 93 |
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| creator | Ma, Tianyi Tellegen, Cassandra L. Hodges, Julie Sanders, Matthew R. |
| description | 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
= .189). The associations were stronger for education-focused parenting self-efficacy (
r
= .183) than general parenting self-efficacy (
r
= .114) and were stronger still for home-based participation (
r
= .248) and parental expectations and aspirations (
r
= .248) than school-based participation (
r
= .124) and parent-teacher communication/relationship (
r
= .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. |
| doi_str_mv | 10.1007/s10648-024-09937-3 |
| format | Article |
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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
= .189). The associations were stronger for education-focused parenting self-efficacy (
r
= .183) than general parenting self-efficacy (
r
= .114) and were stronger still for home-based participation (
r
= .248) and parental expectations and aspirations (
r
= .248) than school-based participation (
r
= .124) and parent-teacher communication/relationship (
r
= .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.</description><identifier>ISSN: 1040-726X</identifier><identifier>EISSN: 1573-336X</identifier><identifier>DOI: 10.1007/s10648-024-09937-3</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Child and School Psychology ; Child Rearing ; Education ; Educational Psychology ; Elementary school students ; Elementary Schools ; Home school relationship ; Independent Study ; Learning and Instruction ; Meta Analysis ; Parent Teacher Cooperation ; Parents & parenting ; Partnerships in Education ; Self Efficacy</subject><ispartof>Educational psychology review, 2024-09, Vol.36 (3), p.93, Article 93</ispartof><rights>The Author(s) 2024</rights><rights>The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c244t-e8e5f647c5dcd641f5e2a0efec0ba1e60c66fb196ce4afa668d8d0d27d427a33</cites><orcidid>0000-0002-0499-1054</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10648-024-09937-3$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10648-024-09937-3$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>314,777,781,27905,27906,41469,42538,51300</link.rule.ids></links><search><creatorcontrib>Ma, Tianyi</creatorcontrib><creatorcontrib>Tellegen, Cassandra L.</creatorcontrib><creatorcontrib>Hodges, Julie</creatorcontrib><creatorcontrib>Sanders, Matthew R.</creatorcontrib><title>The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis</title><title>Educational psychology review</title><addtitle>Educ Psychol Rev</addtitle><description>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
= .189). The associations were stronger for education-focused parenting self-efficacy (
r
= .183) than general parenting self-efficacy (
r
= .114) and were stronger still for home-based participation (
r
= .248) and parental expectations and aspirations (
r
= .248) than school-based participation (
r
= .124) and parent-teacher communication/relationship (
r
= .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.</description><subject>Child and School Psychology</subject><subject>Child Rearing</subject><subject>Education</subject><subject>Educational Psychology</subject><subject>Elementary school students</subject><subject>Elementary Schools</subject><subject>Home school relationship</subject><subject>Independent Study</subject><subject>Learning and Instruction</subject><subject>Meta Analysis</subject><subject>Parent Teacher Cooperation</subject><subject>Parents & parenting</subject><subject>Partnerships in Education</subject><subject>Self Efficacy</subject><issn>1040-726X</issn><issn>1573-336X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><recordid>eNp9kcFO4zAQhqMVKy2w-wJ7ssTZMIldJ-FWKhaQQFRqD71ZrjOmRqldbAfU274Gj8Er8SSkpBI3TmNpvv_TWH-W_c3hNAcoz2IOglcUCk6hrllJ2Y_sMB-VjDImFgf9GzjQshCLX9lRjI8AUJecHWZv8xWScYxeW5Wsd5FcYHpBdGSqArpk3QOZYWvopTFWK70lyjX7XXz__0om3qVgl90QTp6kXnjt10hneuV9u2OTwxBXdkPGa9_79mniDZkGu1ZhS_bsLHXNbnVOFLnr2mRbfMaW3GFSVDnVbqONv7OfRrUR_-zncTb_dzmfXNPb-6ubyfiW6oLzRLHCkRG81KNGN4LnZoSFAjSoYalyFKCFMMu8Fhq5MkqIqqkaaIqy4UWpGDvOTgbtJvinDmOSj74L_Q1RMqh5zRjjVU8VA6WDjzGgkZvhRzIHuWtGDs3Ivhn52YzcqdkQij3sHjB8qb9JfQDRkJbn</recordid><startdate>20240901</startdate><enddate>20240901</enddate><creator>Ma, Tianyi</creator><creator>Tellegen, Cassandra L.</creator><creator>Hodges, Julie</creator><creator>Sanders, Matthew R.</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-0499-1054</orcidid></search><sort><creationdate>20240901</creationdate><title>The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis</title><author>Ma, Tianyi ; Tellegen, Cassandra L. ; Hodges, Julie ; Sanders, Matthew R.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c244t-e8e5f647c5dcd641f5e2a0efec0ba1e60c66fb196ce4afa668d8d0d27d427a33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Child and School Psychology</topic><topic>Child Rearing</topic><topic>Education</topic><topic>Educational Psychology</topic><topic>Elementary school students</topic><topic>Elementary Schools</topic><topic>Home school relationship</topic><topic>Independent Study</topic><topic>Learning and Instruction</topic><topic>Meta Analysis</topic><topic>Parent Teacher Cooperation</topic><topic>Parents & parenting</topic><topic>Partnerships in Education</topic><topic>Self Efficacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ma, Tianyi</creatorcontrib><creatorcontrib>Tellegen, Cassandra L.</creatorcontrib><creatorcontrib>Hodges, Julie</creatorcontrib><creatorcontrib>Sanders, Matthew R.</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>CrossRef</collection><jtitle>Educational psychology review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ma, Tianyi</au><au>Tellegen, Cassandra L.</au><au>Hodges, Julie</au><au>Sanders, Matthew R.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis</atitle><jtitle>Educational psychology review</jtitle><stitle>Educ Psychol Rev</stitle><date>2024-09-01</date><risdate>2024</risdate><volume>36</volume><issue>3</issue><spage>93</spage><pages>93-</pages><artnum>93</artnum><issn>1040-726X</issn><eissn>1573-336X</eissn><abstract>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
= .189). The associations were stronger for education-focused parenting self-efficacy (
r
= .183) than general parenting self-efficacy (
r
= .114) and were stronger still for home-based participation (
r
= .248) and parental expectations and aspirations (
r
= .248) than school-based participation (
r
= .124) and parent-teacher communication/relationship (
r
= .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.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s10648-024-09937-3</doi><orcidid>https://orcid.org/0000-0002-0499-1054</orcidid><oa>free_for_read</oa></addata></record> |
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| language | eng |
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| source | Springer Nature - Complete Springer Journals |
| subjects | Child and School Psychology Child Rearing Education Educational Psychology Elementary school students Elementary Schools Home school relationship Independent Study Learning and Instruction Meta Analysis Parent Teacher Cooperation Parents & parenting Partnerships in Education Self Efficacy |
| title | The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis |
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