Kathleen V Hoover‐dempsey
Biographic Data
| ID | 3462926 |
|---|---|
| NAME | Kathleen V Hoover‐dempsey |
| GIVEN NAMES | Kathleen V |
| FAMILY NAME | Hoover‐dempsey |
| SIGNATURE | DEMPSEY K V H |
| AFFILIATIONS | Vanderbilt University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 214 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 5 |
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings
A notable increase in the number of U.S. families choosing to homeschool their children in recent years has underscored the need to develop more systematic knowledge about this approach to education. Drawing on a theoretical model of parental involvement as well as research on families’ social networks, this study longitudinally examines home- and public-school parents’ motivations for home-based involvement in their fourth through eighth grade c…
Parents' motivations for involvement in children's education
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan publ…
Why Do Parents Homeschool? A Systematic Examination of Parental Involvement
Although homeschooling is growing in popularity in the United States, little systematic research has focused on this population. Grounded in the parental involvement literature, this study examines why parents decide to home-school. Parents of 136 homeschooled elementary children completed questionnaires assessing constructs derived from the parental involvement literature and personal beliefs identified in the homeschooling literature as importa…
Parental Involvement
In 1995 and 1997 Hoover‐Dempsey and Sandler proposed a theoretical model of the parental involvement process. Taking a psychological perspective, the model explained why parents become involved in their children’s education and how their involvement makes a difference in student outcomes. In this article we describe our efforts to operationalize Hoover‐Dempsey and Sandler’s explanation and how, in turn, those efforts led to revisions in their the…
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Teachers Involving Parents (TIP)
Parental Involvement in Homework
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they bel…
Why Do Parents Become Involved in Their Children’s Education?
This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents co…
Parental Involvement in Children's Education
We assert that the most important questions concerning parental involvement in children's education address why parents choose to become involved and why their involvement, once underway, often positively influences educational outcomes. We present a model suggesting that parents become involved primarily because (a) they develop a personal construction of the parental role that includes participation in their children's education, (b) they have …
Gatekeeping Transactions
This research explored gatekeeping transactions of professional women in selected occupational fields. Subjects were asked to keep daily records on strategies they used to gain needed resources from other people in their workplace. Characteristics of gatekeeping transactions were studied as potential stressors that might affect specific indicators of mental health. Results suggest that differences in levels of job satisfaction and substance use c…
Parent Involvement
The study tested the hypothesis that varying levels of parent involvement would be related to variations in qualities of school settings, specifically school socioeconomic status, teacher degree level, grade level, class size, teachers’ sense of efficacy, principal perceptions of teacher efficacy, organizational rigidity, and instructional coordination. Teacher (n = 1,003) and principal (n = 66) reports and perceptions of the variables of interes…
Tears and Weeping Among Professional Women
Crying among adult professional women is a phenomenon experienced far more often than it is studied or publicly discussed. Guided by Sherif's (1982) theoretical work on gender identity, socialization, reference groups, and power, the authors explore several factors central to the topic. Among them are: the origins of conflict between women's experience of emotional expression and “public” tears; gender-related differences in crying and responses …
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Parent Involvement
The study tested the hypothesis that varying levels of parent involvement would be related to variations in qualities of school settings, specifically school socioeconomic status, teacher degree level, grade level, class size, teachers’ sense of efficacy, principal perceptions of teacher efficacy, organizational rigidity, and instructional coordination. Teacher (n = 1,003) and principal (n = 66) reports and perceptions of the variables of interes…
Teachers Involving Parents (TIP)
Why Do Parents Homeschool? A Systematic Examination of Parental Involvement
Although homeschooling is growing in popularity in the United States, little systematic research has focused on this population. Grounded in the parental involvement literature, this study examines why parents decide to home-school. Parents of 136 homeschooled elementary children completed questionnaires assessing constructs derived from the parental involvement literature and personal beliefs identified in the homeschooling literature as importa…
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings
A notable increase in the number of U.S. families choosing to homeschool their children in recent years has underscored the need to develop more systematic knowledge about this approach to education. Drawing on a theoretical model of parental involvement as well as research on families’ social networks, this study longitudinally examines home- and public-school parents’ motivations for home-based involvement in their fourth through eighth grade c…
Tears and Weeping Among Professional Women
Crying among adult professional women is a phenomenon experienced far more often than it is studied or publicly discussed. Guided by Sherif's (1982) theoretical work on gender identity, socialization, reference groups, and power, the authors explore several factors central to the topic. Among them are: the origins of conflict between women's experience of emotional expression and “public” tears; gender-related differences in crying and responses …
Tears and Weeping Among Professional Women
Crying among adult professional women is a phenomenon experienced far more often than it is studied or publicly discussed. Guided by Sherif's (1982) theoretical work on gender identity, socialization, reference groups, and power, the authors explore several factors central to the topic. Among them are: the origins of conflict between women's experience of emotional expression and “public” tears; gender-related differences in crying and responses …
Parent Involvement
The study tested the hypothesis that varying levels of parent involvement would be related to variations in qualities of school settings, specifically school socioeconomic status, teacher degree level, grade level, class size, teachers’ sense of efficacy, principal perceptions of teacher efficacy, organizational rigidity, and instructional coordination. Teacher (n = 1,003) and principal (n = 66) reports and perceptions of the variables of interes…
Gatekeeping Transactions
This research explored gatekeeping transactions of professional women in selected occupational fields. Subjects were asked to keep daily records on strategies they used to gain needed resources from other people in their workplace. Characteristics of gatekeeping transactions were studied as potential stressors that might affect specific indicators of mental health. Results suggest that differences in levels of job satisfaction and substance use c…
Parental Involvement in Children's Education
We assert that the most important questions concerning parental involvement in children's education address why parents choose to become involved and why their involvement, once underway, often positively influences educational outcomes. We present a model suggesting that parents become involved primarily because (a) they develop a personal construction of the parental role that includes participation in their children's education, (b) they have …
Why Do Parents Become Involved in Their Children’s Education?
This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents co…
Parental Involvement in Homework
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they bel…
Teachers Involving Parents (TIP)
Parental Involvement
In 1995 and 1997 Hoover‐Dempsey and Sandler proposed a theoretical model of the parental involvement process. Taking a psychological perspective, the model explained why parents become involved in their children’s education and how their involvement makes a difference in student outcomes. In this article we describe our efforts to operationalize Hoover‐Dempsey and Sandler’s explanation and how, in turn, those efforts led to revisions in their the…
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Parents' motivations for involvement in children's education
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan publ…
Why Do Parents Homeschool? A Systematic Examination of Parental Involvement
Although homeschooling is growing in popularity in the United States, little systematic research has focused on this population. Grounded in the parental involvement literature, this study examines why parents decide to home-school. Parents of 136 homeschooled elementary children completed questionnaires assessing constructs derived from the parental involvement literature and personal beliefs identified in the homeschooling literature as importa…
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings
A notable increase in the number of U.S. families choosing to homeschool their children in recent years has underscored the need to develop more systematic knowledge about this approach to education. Drawing on a theoretical model of parental involvement as well as research on families’ social networks, this study longitudinally examines home- and public-school parents’ motivations for home-based involvement in their fourth through eighth grade c…
Psychology (11 works) · Parental Involvement in Education (10 works) · Social Psychology (10 works) · Developmental psychology (9 works) · Diverse Education Studies and Reforms (9 works) · Family and Disability Support Research (6 works) · Perception (6 works) · Social Psychology (5 works) · Collaborative Teaching and Inclusion (3 works) · Academic achievement (2 works)