Parental Involvement in Child Education

Abstract

Considering various modern educational obstacles, educators perceive parental involvement (PI) in their children's education as a potential solution. The long-standing theory positing a positive correlation between PI and children's academic achievement has garnered considerable attention as an appealing partnership within communities. This non-empirical study examines a substantial portion of the literature in this domain, encompassing both empirical and non-empirical works, with the aim of elucidating the various forms of PI, its effects, and the barriers it faces. The findings underscore a favourable association between PI and both academic achievement and children's well-being. A thorough analysis of the collected literature reveals that parental home supervision exhibits the weakest correlation with students' academic performance, whereas parental aspirations and expectations for their children's educational attainment emerge as the most influential factors. Additionally, findings suggest that despite challenges associated with PI and its connection to social-class origins impacting academic success and failure, factors like family socioeconomic status (SES), educational background, and resource limitations, still lead to positive outcomes for their children's education.