School-family relationships, school satisfaction and the academic achievement of young people

Hampden-Thompson, Gillian and Galindo, Claudia (2017) School-family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69 (2). pp. 248-265. ISSN 0013-1911

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Families’ perceptions of, and interactions with, schools and teachers can play an essential role in young people’s educational outcomes. According to Bronfenbrenner’s (1979) ecological systems theory, young people grow within
multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and institutions at all levels, from their
family, to the school they attend, to society. This study examined the role of school-family relationships, parents’ school satisfaction, and their associations with
educational achievement. Drawing upon data from over 10,000 students from the Longitudinal Study of Young People in England, the results of the multivariate analysis indicated that while positive school-family relationships are a predictor of achievement, this association is mediated by the degree of parents’ satisfaction with their child’s school. We concluded that the combination of strong school-family relationships and high levels of school satisfaction provides a boost for young people’s academic success.
Therefore, school policies and practices that enhance
relationships with families and improve levels of parent satisfaction can result in rewards for all young people including those from poor backgrounds.

Item Type: Article
Keywords: School-family partnerships, School satisfaction, Achievement, Parental involvement, Young people
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Deeptima Massey
Date Deposited: 27 Jun 2016 12:28
Last Modified: 05 Mar 2021 11:28

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