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Canadian Journal of School Psychology
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What's this?

Parental Involvement and Children's School Achievement

Evidence for Mediating Processes

Maria A. Rogers

The Hospital for Sick Children, Toronto, Ontario, Canada

Jennifer Theule

University of Toronto, Ontario, Canada

Bruce A. Ryan

University of Guelph, Ontario, Canada

Gerald R. Adams

University of Guelph, Ontario, Canada

Leo Keating

University of Guelph, Ontario, Canada

This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support predicted higher achievement. Both parents used more academic pressure with their sons, whereas using more encouragement and support with their daughters. The effects of parental involvement were mediated through children's academic competence. This study demonstrates the interactive influences of parents' educational involvement and children's personal characteristics in predicting school achievement. Implications for practice and research in school psychology are presented.

Key Words: parental involvement • academic achievement • self-concept • parent—child relations • academic competence

This version was published on March 1, 2009

Canadian Journal of School Psychology, Vol. 24, No. 1, 34-57 (2009)
DOI: 10.1177/0829573508328445
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