Parents’ involvement, identification and alertness and their children’s functioning in school

Abstract

Purpose

The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements.

Design/methodology/approach

Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0.

Findings

Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy.

Research limitations/implications

Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high.

Practical implications

The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation.

Originality/value

This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.

Citation

Ben-Tov, S. and Romi, S. (2019), "Parents’ involvement, identification and alertness and their children’s functioning in school", International Journal of Educational Management, Vol. 33 No. 1, pp. 194-214. https://doi.org/10.1108/IJEM-07-2017-0177