ScholarWorks@숙명여자대학교

초록

To examine the differential effects of home-based and school-based types of parental involvement on students’ academic achievement, which distinguish between parental involvement within the home context from that of the school context are therefore needed in order to accurately capture the dual effect of parental involvement on student’s achievement, this study employed the two-level hierarchical linear modeling analysis, utilizing ECLS-K dataset. The models showed reading achievement were influenced by both home-based parental involvement and school-based parental involvement, on the other hand, mathematics achievement were influenced by only home-based parental involvement. Specifically, the results found that some home-based involvement factors (homework assistance, the number of books, and library visit) and school-based involvement factors (school involvement and school volunteering) are significant predictors. This result suggests that students engage in different types of parental involvement and these differences are found to have varying effects on student achievement. This study might contribute to provide the information about the type of parent involvement, therefore, provide important input in developing parental involvement programs and inform policy-making on administrative guidance to improve students’ achievement.

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