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Parental involvement and adolescent school achievement : the mediational role of self‑regulated learning. / Thomas, Valérie Marie; De Backer, Free; Peeters, Jeltsen; Lombaerts, Koen.

In: Learning Environments Research, Vol. 22, No. 3, 08.01.2019, p. 345-363.

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@article{8986e08b037541f59f45b15e25f79ad4,
title = "Parental involvement and adolescent school achievement : the mediational role of self‑regulated learning",
abstract = "Both parental involvement and self-regulated learning are important predictors of stu- dents’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter mid- dle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.",
keywords = "Middle school, Parental involvement, School achievement, Self-regulated learning",
author = "Thomas, {Val{\'e}rie Marie} and {De Backer}, Free and Jeltsen Peeters and Koen Lombaerts",
year = "2019",
month = "1",
day = "8",
doi = "10.1007/s10984-019-09278-x",
language = "English",
volume = "22",
pages = "345--363",
journal = "Learning Environments Research",
issn = "1387-1579",
publisher = "Springer",
number = "3",

}

RIS

TY - JOUR

T1 - Parental involvement and adolescent school achievement : the mediational role of self‑regulated learning

AU - Thomas, Valérie Marie

AU - De Backer, Free

AU - Peeters, Jeltsen

AU - Lombaerts, Koen

PY - 2019/1/8

Y1 - 2019/1/8

N2 - Both parental involvement and self-regulated learning are important predictors of stu- dents’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter mid- dle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.

AB - Both parental involvement and self-regulated learning are important predictors of stu- dents’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter mid- dle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.

KW - Middle school

KW - Parental involvement

KW - School achievement

KW - Self-regulated learning

UR - http://www.scopus.com/inward/record.url?scp=85060146904&partnerID=8YFLogxK

U2 - 10.1007/s10984-019-09278-x

DO - 10.1007/s10984-019-09278-x

M3 - Article

VL - 22

SP - 345

EP - 363

JO - Learning Environments Research

JF - Learning Environments Research

SN - 1387-1579

IS - 3

ER -

ID: 44386464