Open research questions in Parental Involvement in Education

What the literature leaves open

• Despite their recognized importance, limited studies have examined the relationship between parental support and play-based learning strategies in local ECE contexts.

  Parental Support and Play-Based Learning in Early Childhood Education: Basis for Parents’ Orientation · 2026 · DOI

• Based on the findings of the study, recommendations were made that government and education stakeholders should prioritize ongoing professional development for teachers, focusing on pedagogy, subject mastery, and classroom management in order to improve students’ learning outcomes through effective teacher-student interaction. Otherwise, only professionally trained and certified teachers should be involved in the teaching and learning process to improve instructional quality. More so, school management should organize regular seminars and workshops to educate parents on the importance of their involvement in their children's academic journey. Establishing strong communication channels between schools and parents to ensure consistent engagement will be a plus for learners' academic progress. Both schools and parents should collaborate to ensure that students have access to adequate learning materials and a conducive study environment in schools and at home. Lastly, educational policies that support teacher development and parental involvement must be fully implemented and monitored to ensure effectiveness and accountability.

  Teacher characteristics and parental support as determinants of learners’ quality school participation · 2026 · DOI

• Parents should be sensitised to the significance of reading supervising homework, developing habits, and supporting regular study routines. Parent education workshops and communitybased initiatives should be implemented to provide parents, particularly those with low literacy levels, with easy-to-implement methods for promoting learning at home. Schools can use inexpensive channels like SMS, phone calls, and community gatherings to implement structured communication systems. Teachers should give regular feedback on learners’ progress and invite parents to discuss academic or behavioural concerns early (Aakeroy 2019). et Improve School Participation Mechanisms: Schools should offer flexible meeting times and to inclusive platforms create participate in school activities.

  Parental Involvement in Learners’ Academic Performance in Universal Primary Schools (A Case Study of Rubanda District) · 2026 · DOI

• to linked positively School involvement and material assistance, though academic performance, showed only moderate effects, indicating that attending school activities or providing scholastic resources is insufficient without strong home-based engagement and continuous communication (Wilder, 2023).

  Parental Involvement in Learners’ Academic Performance in Universal Primary Schools (A Case Study of Rubanda District) · 2026 · DOI

• for University Administration: Review timetabling/a ssessment practices. Establish sensitisation workshops lecturers on student-centred methods and expand accessible psychosocial services focused on the identified stressors of financial anxiety, familial pressure, and academic stress. Educational Policymakers: Develop and fund national parental sensitisation programmes.

  The Gendered Parenting Dynamics: A Qualitative Inquiry into Pre-Service Teachers' Academic Adjustment in South-western Uganda · 2026 · DOI

• in Turkey. OECD Publishing. https://www.oecd.org/en/publications/education-policy-outlook-in-turkey_b7c69f4c-en.html OECD. (2022). Student achievement in Türkiye: Findings from PISA and TIMSS international assessments. OECD Publishing. https://doi.org/10.1787/c8a84283-en OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en 273 Özer, M., & Suna, E. (2023). The relationship between school socioeconomic composition and academic 17-27.

  A Current Perspective on Studies Conducted in Turkey on Socio-Economic Status and Academic Achievement · 2026 · DOI

• This study employs a cross-sectional questionnaire design, which only presents the static relationships between variables at a specific point in time, making it difficult to reveal the long-term impacts and causal mechanisms of intensive parenting on college students' academic development and psychological adaptation. At the same time, all data were obtained from self-reported measures, which may introduce common method bias, thereby affecting the robustness of the results to some extent. Future research could adopt longitudinal tracking or multi-time-point panel data designs to dynamically examine the processes of changes in parenting perception, academic self-management, and academic achievement, in order to more accurately identify the causal relationships between variables. In terms of research methods, subsequent studies could combine qualitative interviews or case analyzes with quantitative data to gain a deeper understanding of Veredas do Direito, v.23, e235070 – 2026 Veredas do Direito, v.23 n.2, e23xxx – 2026 20 THE IMPACT OF PERCEIVED INTENSIVE PARENTING ON ACADEMIC ACHIEVEMENT AMONG CHINESE COLLEGE STUDENTS: THE MEDIATING ROLE OF ACADEMIC SELF-MANAGEMENT family interaction contexts and parenting practice details. This would further explore the cultural characteristics and mechanisms of Chinese intensive parenting, thereby enhancing the contextual interpretability and cultural appropriateness of the research. Moreover, this study did not systematically incorporate contextual factors such as family structure, socioeconomic background, and school environment, making it difficult to explain the differences between different groups. In the future, variables such as family resources, parental education levels, and university support environments could be incorporated into the model, using multi-level analysis methods to explore their moderating effects. At the same time, the outcome variables of the study can be expanded from a single academic performance to multidimensional indicators such as learning engagement, mental health, and developmental adaptation, in order to more comprehensively assess the overall impact of intensive parenting. REFERENCES Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., Aquilar, S., Dragone, M., & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over Journal of Psychology of Education, 38(9), 1-23. time. European https://doi.org/10.1007/s10212-021-00594-6 Al-Abyadh, M., H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), 55-60. https://doi.org/10.3390/jintelligence10030055 Alsunaydi, A. A. (2025). The level of academic self-efficacy and its relationship to achievement goal orientations and academic achievement. International Journal of Education and Practice, 13(2), 706-722. https://doi.org/10.18488/61.v13i2.4128 Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52(9), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: 723-742. perspectives.

  THE IMPACT OF PERCEIVED INTENSIVE PARENTING ON ACADEMIC ACHIEVEMENT AMONG CHINESE COLLEGE STUDENTS: THE MEDIATING ROLE OF ACADEMIC SELF-MANAGEMENT · 2026 · DOI

• RECOMMENDATIONS This study employs a cross-sectional questionnaire design, which only presents the static relationships between variables at a specific point in time, making it difficult to reveal the long-term impacts and causal mechanisms of intensive parenting on college students' academic development and psychological adaptation. At the same time, all data were obtained from self-reported measures, which may introduce common method bias, thereby affecting the robustness of the results to some extent. Future research could adopt longitudinal tracking or multi-time-point panel data designs to dynamically examine the processes of changes in parenting perception, academic self-management, and academic achievement, in order to more accurately identify the causal relationships between variables. In terms of research methods, subsequent studies could combine qualitative interviews or case analyzes with quantitative data to gain a deeper understanding of Veredas do Direito, v.23, e235070 – 2026 Veredas do Direito, v.23 n.2, e23xxx – 2026 20 THE IMPACT OF PERCEIVED INTENSIVE PARENTING ON ACADEMIC ACHIEVEMENT AMONG CHINESE COLLEGE STUDENTS: THE MEDIATING ROLE OF ACADEMIC SELF-MANAGEMENT family interaction contexts and parenting practice details. This would further explore the cultural characteristics and mechanisms of Chinese intensive parenting, thereby enhancing the contextual interpretability and cultural appropriateness of the research. Moreover, this study did not systematically incorporate contextual factors such as family structure, socioeconomic background, and school environment, making it difficult to explain the differences between different groups. In the future, variables such as family resources, parental education levels, and university support environments could be incorporated into the model, using multi-level analysis methods to explore their moderating effects. At the same time, the outcome variables of the study can be expanded from a single academic performance to multidimensional indicators such as learning engagement, mental health, and developmental adaptation, in order to more comprehensively assess the overall impact of intensive parenting. REFERENCES Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., Aquilar, S., Dragone, M., & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over Journal of Psychology of Education, 38(9), 1-23. time. European https://doi.org/10.1007/s10212-021-00594-6 Al-Abyadh, M., H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), 55-60. https://doi.org/10.3390/jintelligence10030055 Alsunaydi, A. A. (2025). The level of academic self-efficacy and its relationship to achievement goal orientations and academic achievement. International Journal of Education and Practice, 13(2), 706-722. https://doi.org/10.18488/61.v13i2.4128 Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52(9), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: 723-742. perspectives.

  THE IMPACT OF PERCEIVED INTENSIVE PARENTING ON ACADEMIC ACHIEVEMENT AMONG CHINESE COLLEGE STUDENTS: THE MEDIATING ROLE OF ACADEMIC SELF-MANAGEMENT · 2026 · DOI

• transformation in this context requires a dialogic approach that begins with genuinely honoring parents’ perspectives rather than attempting to replace them. effective that 4.4.2 Motivation to participate Interview findings revealed that “many parents in rural families migrate for employment and rarely participate in educational competencies.

  Constructing a competency model for family education guidance among rural teachers in ethnic minority border regions: a grounded theory approach · 2026 · DOI

• , 2009), future studies should consider including chil- dren’s perspectives. Finally, although our sample was too small to analyze sys- tematically differences in parents’ experiences according to their child’s age, we did note potential differences in two of the five themes that could be explored in future studies.

  “Trying to Stay Positive in a Negative World”: Vulnerable families supporting children’s learning during COVID-19 · 2026 · DOI

• There are several limitations within the research despite the research having made noteworthy contribu- tions to the field. First, the research was restricted in its generalizability due to the study being conduct- ed in a small number of elementary schools within Odisha; therefore, the research findings may not be generalizable to all educational contexts within this geographical area. Second, the research relied solely on the parent's perspective; including perspectives from other stakeholders, such as teachers, students and school administrators, would lead to a more comprehensive perspective on parental engagement in Assessment for Learning. Third, as the study was qualitative in its nature and had a relatively small number of participants, the research focused on depth of understanding and exploration rather than on statistical generalization; thus, limiting the extent to which the results can be extrapolated to a larger population. Finally, the results of this study were based upon self-reported participant experiences; therefore, these results are subject to being influenced by the perspective of each participant's personal experience and/or memory related to Assessment for Learning. Future research would benefit from using IJFMR260382520 Volume 8, Issue 3, May-June 2026 8 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] a mixed-method and/or longitudinal research design to further explore how parental engagement in As- sessment for Learning changes over time and how changes in parental engagement in Assessment for Learning may influence students' educational outcomes.

  Parental Involvement in Assessment for Learning at Elementary Schools · 2026 · DOI

• Based on the findings of this study, future research on mixed-age education could further investigate the multifaceted dimensions of this educational model in a more comprehensive manner. First, longitudinal studies examining the long-term effects of mixed-age education on children's social, emotional, and cognitive development would provide valuable insights into the sustained impact of this model. Additionally, research that assesses parents' knowledge and understanding of mixed-age education, alongside identifying areas where further information is needed, could enhance family involvement and facilitate more effective support throughout the educational process. One of the primary limitations of this study is that the participating parent group consisted predominantly of mothers (n = 8), with fathers being underrepresented (n = 2). This gender imbalance, which is frequently observed in parent participation in school-based research, may result in the findings reflecting predominantly maternal perspectives rather than a shared viewpoint of all parents. As noted in the literature, Cornish (2006) reported that 82% of the parents participating in the study were mothers and emphasized that the term parent should, in such contexts, be conceptualized as referring largely to mothers. Similarly, studies conducted by Parrott and Cohen (2021) and Henn and Jackson (1997) employed parental perceptions as a primary data source; however, demographic imbalances of this nature were acknowledged as limitations due to This study is licensed under Creative Commons Attribution-NonCommercial-NonDerivative (CC BY NC ND) 65 Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2026; 23(1), s. 52-72. Van Yüzüncü Yıl University Journal of Education, 2026; 23(1), p. 52-72. DOI: 10.33711/yyuefd.1782457 their potential impact on the generalizability of the findings. In this regard, future research is recommended to employ more gender-balanced samples and to examine fathers’ attitudes toward mixed-age education separately in relation to academic and social variables. Moreover, studies exploring teachers' experiences and perspectives regarding the implementation of mixed-age education would contribute valuable insights into the practical challenges and successes encountered in real-world settings, thereby guiding the refinement of pedagogical practices. Comparative research examining how the mixed-age education model is perceived and applied across various cultural and social contexts could offer critical insights into the influence of socio-cultural factors on its implementation and effectiveness. Furthermore, analyzing parent-child interactions in the context of mixed-age education may yield important data regarding the roles of families in supporting children's learning, as well as shedding light on children’s perceptions of education. Research focused on developing alternative curricula and educational programs specifically designed for mixed-age settings could enhance the overall effectiveness of this model. Finally, studies investigating social integration and group dynamics within mixed-age classrooms could illuminate the ways in which age differences impact peer interactions and collective learning experiences. These research directions would contribute to a more nuanced understanding of the diverse facets of mixed-age education and inform the development of more effective and contextually relevant educational practices. Ethics Committee Approval Information: This research was conducted with the approval of the Ethics Committee of Izmir Demokrasi University (Protocol No: 2024/51; Decision No: 2024/04- 10), granted for the purpose of data collection. Author Conflict of Interest Information: The authors declare that no financial support was received from any public, commercial, or non-profit organization in connection with this research. Author Contribution: The authors declare that they have contributed equally to the article.

  Parental Perspectives on Mixed-Age Education in Early Childhood · 2026 · DOI

• Based on the findings, it is recommended that secondary schools in Tabora establish structured parental engagement programs that go beyond financial contributions, including regular parentteacher meetings, academic progress updates, and mentorship initiatives; create parental support workshops to equip parents with knowledge…

  Parental Involvement in Secondary Education: A Case of Tabora Region · 2026 · DOI

• However, few studies have focused on a specific aspect of PI known as academic socialization, which refers to the importance that parents attribute to school and education, particularly in terms of how their educational values correspond with students’ psychological and academic adaptation.

  School and its educational value: the role of parental influences in shaping adolescents’ values, academic beliefs, and expectations · 2026 · DOI

• A limitation of the present study relates to the level of analysis undertaken. The analysis focused on a descriptive examination of achievement quartiles and therefore provides a broad overview of patterns rather than a detailed account of the factors associated with high and low achievement. Future research could build on these findings by exploring these achievement groups in greater depth through multivariate analyses, such as binary logistic regression modelling. Although some variables were found to be associated with achievement when considered individually, these factors are unlikely to operate in isolation. Rather, there may be important interactions between parental characteristics, home learning environment, and socioeconomic circumstances. It would be valuable to examine the interplay of such variables within each achievement group. In addition to the home-related variables examined here, it would also be valuable to examine the role of school factors, such as DEIS status, which may give more insight into how school and home learning environments intersect, particularly for groups such as higher-achieving pupils from lower socioeconomic status homes or lower-achieving pupils from more advantaged backgrounds.

  Home learning environment and parental characteristics of high- and low-achieving pupils in Ireland: Evidence from PIRLS 2021 and TIMSS 2023 · 2026 · DOI

• 1. The study recommends training workshops for teachers on handling students from different parenting style backgrounds in a bid to support good academic performance. This can be implemented by the Ministry of Education, through the Teachers Service Commissioner (TSC). 2. The study further recommends strengthening structures such as Parents and Teachers Association (P.T.A) and enlightenment programs on good parenting should be organized in order to expose parents to different parenting styles and how they influence academic performance. In addition, parents should be taught how to support students through a healthy dialogue concerning their academic performance. 3. The study recommends that teachers in the guidance and counseling department enhance their relationships with the students so as to gain a better understanding of their parenting backgrounds and organize counseling sessions with parents while addressing specific student issues. 4. The study recommends that parents be included in counselling sessions regarding students’ academic performance so they can understand how to support their children. 5. The study finally recommends the use of systems and structures in schools where parents are more involved in the academic journey of their children, for example, in the collection of their children’s report forms at the end of every term.

  The Relationship Between Parenting Styles and Academic Performance Among Students in Mixed-Day Secondary Schools in Karuri Ward, Kiambu County, Kenya · 2026 · DOI

• This study is limited by its small sample size of three parent participants with their six children and by its specific cultural-linguistic contexts (German, Chinese German, Chinese American) during the COVID-19 pandemic, which may limit the generalisability of the findings to other populations. Future research should explore larger, more diverse samples and examine whether the observed patterns hold across different cultural and family structures (Slot et al., 2025). AI Usage and Assistance: The AI tool (DeepSeek) was used as a proofreading tool for grammar and language use. It was also used to check the accuracy of the translation of the interview transcript. Conflict of Interest: The authors declare that there is no conflict of interest regarding the publication of this paper. Data Availability: The data supporting the findings of this study are available from the corresponding author upon reasonable request. To protect participant confidentiality, full transcripts are not publicly available. Ethics Declaration: This study has been approved by the Murdoch University Human Ethics Committee (Project ID: 2021/167) on the condition that it complies with the National Statement of Ethical Conduct in Human Research (2007), the Australian Code for the Responsible Conduct of Research (2007), Murdoch University policies and the Human Research Ethics Committee’s standard conditions of approval to safeguard participants’ interests and privacy. The anonymised Q. Xie et al. / Journal of Pedagogical Research, 10(2), 53-73 69 dataset is available from the authors upon request, subject to the conditions of approval by the Murdoch University Human Ethics Committee. Funding: The research was supported by the Australian Research Training Program Scholarship.

  Navigating young children s online learning at home: A cross-case analysis of parental TPACK development during COVID-19 · 2026 · DOI

• Based on the policies related to developmental psychology and preschool education, and in response to the practical problems of family education, a parenting path that fits the psychology of young children is constructed from five aspects: concepts, upbringing, division of labor, emotions, and home- kindergarten co-education. Proactively learning developmental psychology and basic knowledge of preschool education, utilizing official platforms, kindergarten lectures, and professional books to master the cognitive, emotional, and personality development patterns of children aged 3-6. Abandon the misconceptions of advanced education and utilitarian parenting, prioritize physical and mental health, sound personality, and habit development as core goals, prioritize play companionship, emotional nourishment, and independent ability cultivation, and do not use knowledge acquisition as the sole evaluation criterion. Rationally view parenting comparison and respect the natural growth rhythm of young children.

  Educational Philosophy and Realistic Reflection of Family Education in Preschool Stage from Psychological Perspective · 2026 · DOI

• Xuanhua Liang Faculty of Health and Wellness, school of city university of Macau, Macau, 999078, China Abstract: Between the ages of three and six, children develop their personal traits and daily routines most rapidly. The way families bring them up leaves a deep imprint on their entire life journey. In order to sort out the logic of scientific education and solve the existing practical problems in preschool parenting, this article draws on classic theories of developmental psychology and uses public research data and policy documents from the Ministry of Education and the China Children's Center. Based on the theoretical achievements of Piaget, Erikson, Baumrind, etc., this paper sorts out the core connotation of family education that conforms to the laws of physical and mental development of preschool children. Research has found that there are prominent problems in current preschool family education, such as premature academic instruction, imbalanced parenting styles, insufficient father involvement, and lack of emotional guidance. This study offers practical steps around updating concepts, optimizing education, promoting home-kindergarten collaboration, and providing social security. The study advocates abandoning utilitarian parenting ideas and carrying out family education in accordance with the laws of children's psychological development. This not only provides theoretical references for parents to establish scientific parenting cognition, but also provides practical ideas for improving the guidance system of preschool family education. Keywords: Preschool Stage; Family Education; Psychological Perspective; Educational Philosophy; Parenting Style.

  Educational Philosophy and Realistic Reflection of Family Education in Preschool Stage from Psychological Perspective · 2026 · DOI

• Based on the conclusions of the study, the following recommendations are offered. ⒈ Teacher professional development programs may be enhanced to focus on the integrated application of content adjustment and instructional support, including differentiated instruction, scaffolding, and assistive technology. ⒉ School administrators may provide resources and institutional support, including access to assistive technologies and instructional materials, to strengthen inclusive teaching practices. ⒊ Teacher education institutions may integrate inclusive education strategies more deeply into pre-service and in-service training, emphasizing the simultaneous application of adaptive instructional practices. ⒋ Educational policymakers may consider developing policies that support sustained funding for inclusive education programs and promote structured parent-teacher collaboration mechanisms. ⒌ Future researchers may expand the scope of the study by including larger and more diverse samples and incorporating qualitative approaches to gain deeper insights into instructional practices and stakeholder perspectives. REFERENCES Albert, J.R., Basillote, L., Alinsunurin, J., Vizmanos, J.F., Muñoz, M., & Hernandez, A.C. (2023). Sustainable development goal 4 on quality education for all: How does the Philippines fare and what needs to be done? Philippine Institute for Development Studies, 23(16), 1-64. https://doi.org/10.62986/dp2023.16 Alsolami, A., & Vaughan, M. (2023). Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools. PLoS ONE, 18(1), 1-13. https://doi.org/10.1371/journal.pone.0279068 Beauregard, F. (2011). Practices adopted by parents of children with dysphasia in inclusive primary school. Exceptionality Education International, 21(3), 15-33. https://doi.org/10.5206/eei.v21i3.7680 Cadag, C.E. (2024). The effectiveness of individual performance commitment review form as an evaluation tool to improve teachers’ performance: Basis for technical assistance. International Journal of Multidisciplinary Applied Business and Education Research, 5(2), 724-747. https://doi.org/10.11594/ijmaber.05.02.30 Calumpang, M.A. (2025). Assessing the relationship between attitudes and self-efficacy of private school receiving teachers toward inclusive practices. International Journal for Research in Applied Science and Engineering Technology, 13(7), 1379-1401. https://doi.org/10.22214/ijraset.2025.73184 Carvalho, M., Cruz, J., Azevedo, H., & Fonseca, H. (2022). Measuring inclusive education in Portuguese schools: a questionnaire. Frontiers in Education, 7(812013), 1-9. and adaptation https://doi.org/10.3389/feduc.2022.812013 validation of Casinto, C.D. (2022). Does school climate matter in inclusive education? A case of instructional leadership in the Philippines. International Journal of Social Sciences and Educational Studies, 9(1), 91-106. https://doi.org/10.23918/ijsses.v9i1p91 Dapudong, R.C. (2014). Teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. International Journal of Learning and Development, 4(4), 1–1. https://doi.org/10.5296/ijld.v4i4.6116 Espeño, S., Babiano, E.H., Bucoy, M.L.R., Busime, E.L., & Borja, J.M.A.D. (2024). Issues and challenges of implementing special education (SPED) curriculum in the Philippines: A systematic literature review. Jurnal Inovasi Pendidikan, 2(4), 195-205. https://doi.org/10.60132/jip.v2i4.390 Fabunan, S.H., & Cabal, E.M. (2025). School heads’ level of competence in the implementation of inclusive education. International Journal of Multidisciplinary Applied Business and Education Research, 6(2), 701–717. https://doi.org/10.11594/ijmaber.06.02.21 Fajardo, R.A., Goce, E.C., Balbutin, R.R., Matondo, F.L., Lozano, J.A., Sabunod, G.M.M., Sarangani, A.F.., & Yamba, R.. (2025). The realities of inclusive teaching: Insights from seasoned teachers. British Journal of Special Education, 52(4), 646-658. https://doi.org/10.1111/1467-8578.70060 Gilmanov, S.A., Mironov, A.V., & Мищенко, В.А. (2024). Scientific-methodological knowledge and its development in the educational process. The Education and Science Journal, 26(1), 12-53. https://doi.org/10.17853/1994- 5639-2024-1-12-53 Gonzaga, N., Plan, L., & Aguipo, M. (2024). Readiness and challenges of general education teachers on the 8- education.

  Parental assessment of SPED teachers’ practices in content adjustment and instructional support for learners with special educational needs · 2026 · DOI

• Previous studies show that familial support promotes first-generation college students’ (FGCS) academic and social adjustment, but limited research has examined the impact of having older siblings who attended college.

  Familial Factors Impacting First-Generation College Students’ Adjustment: The Compensatory Role of Older Siblings With College Experience · 2024 · DOI

• It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

  Examining Parents' Views on Parental Involvement in Preschool English Teaching · 2024 · DOI

• Although it is widely acknowledged that home-school communication, as an aspect of parental involvement, plays a decisive role in children’s educational and socioemotional development, while it promotes social inclusion, especially in multicultural educational settings, the topic has not been adequately explored in Greece, especially in Lower High School.

  Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives · 2024 · DOI

• To respond to this gap in the research the aim of the present study is to determine the predictive power of social support for school engagement (behavioural, emotional and cognitive) in accordance with the source (family, friends, and teachers) and type (emotional, material and informational) of the support provided to determine the most influential ones and to test through a structural model the combined statistical effect of both perspectives.

  The predictive power of social support's sources and types for school engagement · 2023 · DOI

• Although the paper provides preliminary insights into the factors that contribute to the development of a sense of school belonging, further research into these factors, which will examine their predictive effect, provide the possibility of defining a clear model of action, and represent a starting point for designing adequate interventions, is necessary.

  FACTORS OF A SENSE OF SCHOOL BELONGING: BRONFENBRENNER’S THEORETICAL MODEL AS A STARTING FRAMEWORK FOR INTERPRETATION · 2023 · DOI

Most-cited papers in Parental Involvement in Education

• Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. · Developmental Psychology · 2009 · 1,340 citations
• Parental Involvement as Social Capital: Differential Effectiveness on Science Achievement, Truancy, and Dropping Out · Social Forces · 1999 · 553 citations
• School Engagement Trajectories and Their Differential Predictive Relations to Dropout · Journal of Social Issues · 2008 · 290 citations
• Early father's and mother's involvement and child's later educational outcomes · British Journal of Educational Psychology · 2004 · 285 citations
• Children's relationships with adults and peers: An examination of elementary and junior high school students · Journal of School Psychology · 1997 · 263 citations
• Redefining Parental Involvement: Lessons From High-Performing Migrant-Impacted Schools · American Educational Research Journal · 2001 · 259 citations
• Parent Involvement in Education: Toward an Understanding of Parents' Decision Making · The Journal of Educational Research · 2007 · 247 citations
• The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework · Journal of Marriage and the Family · 2015 · 246 citations
• Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. · Journal of Educational Psychology · 2015 · 199 citations
• The impact of lockdown on the learning gap: family and school divisions in times of crisis · International Review of Education · 2020 · 180 citations

Most recent work

• Part I: Can School‐Based Delivery of an Evidence‐Based Parenting Program Promote the Home‐School Partnership? A Stepped Wedge Cluster Randomized Trial · Family Process · 2026
• Investigating the Latent Factors of Parental and Bilingual Student Perceptions of Learning Environment: Evidence From Two Large-Scale Surveys · Hispanic Journal of Behavioral Sciences · 2026
• Bridging home, school and community to address educational inequality: Supporting educational trajectories through community bridge work · British Educational Research Journal · 2026
• School and its educational value: the role of parental influences in shaping adolescents’ values, academic beliefs, and expectations · Social Psychology of Education · 2026
• Exploring the Relationship Between Parental Involvement and Family Education Choice: Evidence From China · New Directions for Child and Adolescent Development · 2026
• Practices That Support Enriching Interactions Between Young Children and Older Adults in a Co-Located Intergenerational Program · Journal of Intergenerational Relationships · 2026
• Critical, Empathetic, and Mindful Relations (CEMR): A Relationship‐Building Theory · Journal of Family Theory & Review · 2026
• The influence of family cultural capital on student learning engagement: a study on the mediating role of parental educational involvement · Frontiers in Psychology · 2026
• Strengthening Family-School Partnerships: Perspectives on Parent-Educator Communication in Pre-K Programs · Early Education and Development · 2026
• A Cultural Humility Framework for Engaging with Asian Immigrant Families in Multi-Tiered Systems of Support (MTSS) · School Psychology International · 2026

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