Relationships between Parental Involvement and Academic Achievement among Elementary and Middle School Students

Midori Otani
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Midori Otani: Ph.D., Osaka School of International Public Policy (OSIPP)

No 17E003, OSIPP Discussion Paper from Osaka School of International Public Policy, Osaka University

Abstract: This study investigates how parental involvement is associated with academic achievement by comparing the associations of parental involvement across three criteria: elementary and middle school (school level), male and female (gender), and math and science (subject). Also, it examines whether students' attitudes towards the subjects and academic aspiration mediate the relationship. A nationally representative sample of elementary and middle school children in Japan (1,884 female students and 140 schools and 1,894 male students and 139 schools in fourth grade, and 1,812 female students and 133 schools and 1,789 male students and 131 schools in eighth grade) from Trends International Mathematics and Science Study (TIMSS) 2011 was used for the analysis. Results show that parental involvement is associated with students’ educational outcome. Students’ attitude and aspiration mediate the associations between parental involvement and academic achievement. The associations between parental involvement and academic achievement vary according to the school level, gender, and the subjects. Especially, different association between monitoring types of involvement and achievement is found between elementary and middle school.

Keywords: Weather Parental Involvement; TIMSS; Elementary school; Middle school; Mathematics; Science; Japan (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Pages: 57 pages
Date: 2017-10
New Economics Papers: this item is included in nep-cta, nep-edu and nep-ure
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