2022/01/24 by William H. Jeynes
Psychology · Social Sciences · #Diverse Education Studies and Reforms #Family and Disability Support Research #Parental Involvement in Education
paper · doi:10.1177/00420859211073892
crossref issued 2022/01/24 · crossref published 2022/01/24 · crossref published-online 2022/01/24 · openalex publication_date 2022/01/24 · crossref created 2022/01/24 · crossref published-print 2024/01/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/02 · openalex updated_date 2026/08/03
This paper shares the results of a meta-analysis on the parental-expectations component of parental –involvement and its relationship with the student outcomes of urban students. Special attention is paid to parental expectations, because in many past studies, parental expectations has been the most salient component of parental involvement. This meta-analysis includes 54 quantitative studies that examined the relationship between the parental expectations component of parental involvement and the academic achievement of students. The results indicated that statistically significant effects emerged across students of different age groups, races, genders, and nationalities. The results were also substantial in the highest quality studies.