15 research outputs found
Teacher-parent relationships: influence of gender and education on organizational parentsâ counterproductive behaviors
First-Year Female College Studentsâ Academic Motivation as a Function of Perceived Parenting Styles: A Contextual Perspective
Burning out before they start? An achievement goal theory perspective on medical and education students
Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning
Perceived Family Quality of Life, School Competence, and Academic Adjustment Among Early Adolescents in Hong Kong
Making the difference with active parenting: Forming educational partnerships between parents and schools
Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parentsâ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation