TITLE:
A Systematic Review of Literature on Parental Involvement and Its Impact on Children Learning Outcomes
AUTHORS:
Irene Musengamana
KEYWORDS:
Parental Involvement, Practices, Learning Success, Academic Performance, Systematic Literature Review
JOURNAL NAME:
Open Access Library Journal,
Vol.10 No.10,
October
26,
2023
ABSTRACT: It has long been thought that parents and their involvement in their children’s academics impact both the learning outcomes and cognitive development of their children. The objective of this comprehensive review of literature is to explore influence parental involvement in children’s studies has on performance academically. This review included empirical studies that matched the study’s objectives and were published between 2018 and 2022 in English in scholarly journals (Web of Science and Scopus databases) that met the inclusion criteria. Initial stage of search resulted into a total of 621 research articles which were identified through searching with different keywords of parental involvement, parental practices, learning outcomes, academic achievement and performance. After careful assessment and analysis of each record based on objective of the study, 24 scholarly articles were retained for this review by following the 2020 PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis Protocols Statement). The first presentation of the results was a synthesis of studies that reported how parental involvement’s dimensions are associated with and has impact on students’ learning success. This review defined parental involvement based on Epstein’s parental involvement model which includes 3 dimensions: home, school, and community-based involvement. Through the lens of existing literature, we further reviewed and critically analyse study findings on how individual student level characteristics play a role to moderate parental involvement’s effect on children academic success. As per results, parental involvement dimensions like: learning at home, homework assistance, and school-family communication is found to positively impact children’s academics, whereas other dimensions such as strict parenting and high expectation for children’s performance might negatively influence children’s studies. This review was restricted to limited databases, time frame, and language which may be the direction for other research studies in the future.