Title: | Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland |
Author: | |
Date: | 2015 |
Language: | English |
Scope: | 24-36 |
University/Institute: | Háskóli Íslands University of Iceland |
School: | Menntavísindasvið (HÍ) School of Education (UI) |
Series: | International Journal about Parents in Education;9(1) |
ISSN: | 1973-3518 |
Subject: | Parental involvement; Teenagers; Bronfenbrenner´s ecological systems theory; Samstarf heimila og skóla; Unglingar; Bronfenbrenner |
URI: | https://hdl.handle.net/20.500.11815/1026 |
Citation:Jonsdottir, K. (2015). Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland. International Journal about Parents in Education, 9(1), 24-36. http://www.ernape.net/ejournal/index.php/IJPE/article/view/306/228
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Abstract:Students’ voices in research on parental involvement in schools are rather weak since many
studies report only on opinions of parents and school personnel. This paper draws on findings
from a study in 14 compulsory schools and uses data from questionnaires from students in 7th to
10th grade (n=1821). The issue, students’ wishes for parents’ participation, is approached from a
systemic perspective; Bronfenbrenner´s ecological systems theory, Epstein´s model of familyschool-community partnership, and Pasi Sahlberg´s Nordic point of view are applied. Multiple
regression analysis testing revealed that gender, grade, and student confidence in his or her
learning ability explained 9.4% of the variance (R2
) in students’ wishes. School experiences
were added in a second model and explained an additional 8.8% of the variance (R2
change).
Believing that parents’ support is important for achievement and believing that discipline and
peaceful class environment affects achievement were the two variables added in the third model
of the regression analysis, and the overall explanation of the model was raised to 27.6% (R
2
).
Implications are that home-school cooperation on a lower-secondary level should focus more on
activities related to the academic side of school life. Also, schools should take action in
bettering the quality of factors related to students’ school experience since that could result in an
increase in students’ interest for parental participation, which in turn contributes positively to
academic achievement.
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Description:Publisher's version (útgefin grein)
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Rights:This work is licensed under a Creative Commons Attribution 4.0 International License
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