Parental involvement as a protective factor during the transition to high school

Wei Bing Chen, Anne Gregory

Research output: Contribution to journalArticlepeer-review

67 Scopus citations


The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents' school performance.

Original languageEnglish (US)
Pages (from-to)53-62
Number of pages10
JournalJournal of Educational Research
Issue number1
StatePublished - 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education


  • Adolescents
  • Low-achieving
  • Parental involvement


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