Parental Involvement

Model Revision through Scale Development

Dados Bibliográficos

ID23324162
AutoresJoan M T Walker, Joan Walker (0000-0002-9016-7239, Vanderbilt University), Andrew S Wilkins (Vanderbilt University), James R Dallaire (Vanderbilt University), Howard M Sandler (0000-0002-8193-5769, Vanderbilt University), Kathleen V Hoover‐dempsey (Vanderbilt University)
Ano2005
Volume106
Fascículo2
Páginas85-104
Data de publicação2005-11-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoThe Elementary School Journal (JOURNAL)
Identificadores do periódicoISSN: 0013-5984 • E-ISSN: 1554-8279
EditoraUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/499193
OpenAlexW1788083243
IdiomaEN
Citações recebidas97
Referências citadas27

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 theoretical model. Because investigations of the full model are ongoing, in this article we discuss only revisions in the original model’s first 2 levels, which focus on psychological and contextual contributors to forms of parent involvement. We conclude with a discussion of how our work exemplifies the reciprocal relation between theory and measurement and suggest how other researchers might use our scales to assess links between parents’ psychological motivations for involvement and their involvement behavior.

Developmental psychology · Epistemology · Operationalization · Perspective (graphical) · Reciprocal · Scale (ratio) · Diverse Education Studies and Reforms · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology