Is Resilience a Trait or a Result of Parental Involvement? The Results of a Systematic Literature Review

Bibliographic Data

ID22042954
AuthorsKarolina Eszter Kovács (0000-0002-1186-7836, University of Debrecen), Beáta Andrea Dan (0000-0002-3171-0481, Bonitas Special Education Center, 410032 Oradea, Romania), Anett Hrabéczy (0000-0003-4780-5933, University of Debrecen), Katinka Bacskai (0000-0002-3090-5818, University of Debrecen, corresponding author), Gabriella Pusztai (0000-0002-6682-9300, University of Debrecen)
Year2022
Volume12
Issue6
Pages372
Publication date2022-05-26
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12060372
OpenAlexW4281652419
LanguageEN
Citations received5
References cited39

Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children’s academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child’s psychological, emotional and academic development

Academic achievement · Big Five personality traits · Conscientiousness · Conversation · Developmental psychology · Medical education · Personality · Psychological resilience · Trait · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology · Social Psychology

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