Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings

A notable increase in the number of U.S. families choosing to homeschool their children in recent years has underscored the need to develop more systematic knowledge about this approach to education. Drawing on a theoretical model of parental involvement as well as research on families’ social netwo...

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Bibliographic Details
Published in:Education and urban society 2011-05, Vol.43 (3), p.339-369
Main Authors: Ice, Christa L., Hoover-Dempsey, Kathleen V.
Format: Article
Language:English
Subjects:
Academic Achievement
Children
Children & youth
Conceptualization
Correlation
Engagement
Family education
Grade 8
Home based
Home education
Home Schooling
Learning
Learning Motivation
Longitudinal Studies
Motivation
Motivational analysis
Outcomes of Education
Parent Aspiration
Parent Attitudes
Parent Participation
Parent School Relationship
Parent-child relations
Parents
Parents & parenting
Pedagogy
Perceptions
Primary education
Public Schools
Role
Role acquisition
Self Efficacy
Self-perception
Self-reliance
Selfefficacy
Social Networks
Studies
U.S.A
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Summary:A notable increase in the number of U.S. families choosing to homeschool their children in recent years has underscored the need to develop more systematic knowledge about this approach to education. Drawing on a theoretical model of parental involvement as well as research on families’ social networks, this study longitudinally examines home- and public-school parents’ motivations for home-based involvement in their fourth through eighth grade children’s education at two time points. The study also examines whether involvement activities predicted student proximal achievement outcomes (academic self-efficacy, intrinsic motivation for learning, and self-regulatory strategy use) across the two groups. Results suggest that parental self-efficacy for involvement, specific invitations from the child, and parent social networks are positively related to home-based parental involvement across the groups, although home- and public-school parents recorded significantly different perceptions of personal self-efficacy, role activity beliefs, social networks, and child proximal achievement outcomes. Findings are discussed with reference to implications for future research and practice.
ISSN:0013-1245
1552-3535
DOI:10.1177/0013124510380418