Countless meta-analytic studies document the relation between parental involvement and achievement, but they mostly include studies conducted in the United States where parental involvement is framed as a policy issue. This is the first meta-analytic study focusing on East Asian countries characterized by high achievement levels, a comparatively standardized education system, and no policy encouraging family–school relations. A meta-analysis of 15 studies retrieved from an exhaustive search of the literature reveals a positive association between parental involvement and achievement. The strength of the relation was highest for academic socialization, followed by home involvement and school involvement, similar to previous meta-analyses.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF #2017-11-0427) as well as the Yonsei University Future-leading Research Initiative (#2017-22-0031).
© The Author(s) 2019.
All Science Journal Classification (ASJC) codes
- Urban Studies