A cross-national analysis of parental involvement and student literacy

Hampden-Thompson, Gillian, Guzman, Lina and Lippman, Laura (2013) A cross-national analysis of parental involvement and student literacy. International Journal of Comparative Sociology, 54 (3). pp. 246-266. ISSN 0020-7152

Full text not available from this repository. (Request a copy)

Abstract

Using data from the Programme for International Student Assessment (PISA), we examine the association between parental involvement and student literacy in 21 countries. We consider how the nature of the association between parental involvement and student literacy varies in direction and magnitude across national borders and across multiple dimensions of parental involvement and measures of literacy. Across the 21 countries, we observe that, in general, increased social and cultural communication with parents is associated with higher levels of student literacy, although the association is most consistent in the area of reading literacy. Specifically, for students residing in eight countries (Australia, Austria, Canada, Denmark, Finland, Ireland, Norway and the United Kingdom), there are consistent reading literacy benefits when their parents engage in various forms of social and cultural communication. Consistently across all 21 countries, students have significantly lower literacy scores the more frequently parents assist with homework. This finding provides robust cross-national support for the reactive hypothesis.

Item Type: Article
Keywords: Cross-national, ecological systems theory, literacy achievement, parental involvement, PISA
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
L Education
Depositing User: Daniel Hobbs
Date Deposited: 14 Nov 2014 12:26
Last Modified: 14 Nov 2014 12:26
URI: http://sro.sussex.ac.uk/id/eprint/51370
📧 Request an update