Early Parent Involvement and School Achievement: A Longitudinal Path Analysis

Authors

  • Momoko Hayakawa University of Minnesota, Twin Cities
  • Michelle Englund University of Minnesota, Twin Cities
  • Mallory Warner-Richter University of Minnesota, Twin Cities
  • Arthur Reynolds University of Minnesota, Twin Cities

DOI:

https://doi.org/10.55370/hsdialog.v16i1.54

Keywords:

parent involvement, student motivation, achievement

Abstract

 

The present study examined mechanisms within the longitudinal process whereby early parent involvement in preschool affects student achievement from kindergarten through 6th grade. Participants were 1,531 low-income, mainly African American children and their mothers, from the inner-city Chicago area. Path analysis revealed an interactive process between parent involvement, academic achievement, and children’s motivation. Findings suggest that early parent involvement increases kindergarten achievement, which then affects student motivation in grade 1. Parents of the highly motivated children continued their involvement in later grades. This cycle of involvement, motivation, and achievement was found across the elementary grades (through 6th grade). Participation in CPC was positively associated with jumpstarting parent involvement during the preschool years. Our results support three policy implications: 1) Early parent involvement is critical for the success of children’s education, 2) Continued parent involvement in school across the elementary school years is important for children’s achievement and motivation to succeed in school and 3) Parent involvement, student motivation, and school achievement is a cyclic process that builds upon one another from preschool throughout grade school.

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Published

2013-04-05

Issue

Vol. 16 No. 1

Section

Research-to-Practice Summaries

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