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Individual and School Characteristics as Predictors of Parental Involvement

dc.contributor.advisorStrein, William Oen_US
dc.contributor.authorGrossman, Julie Adinaen_US
dc.description.abstractParental involvement in children's education is of critical importance in the U.S. educational system. Therefore, it is useful to identify effective predictors of parental involvement. The present study used multi-level analyses to examine how individual and school-level characteristics impact two forms of parental involvement (school-based and home-based parental involvement) in first grade and eighth grade. Several child/parent level characteristics significantly predicted parental involvement. Parent interaction/social capital demonstrated medium to large effects across both forms of parental involvement in both first and eighth grades. Many of the other child/parent level characteristics produced small effect sizes. Across both forms of parental involvement there were few school-level effects that were statistically significant. Those that were statistically significant were very small in magnitude. The results of the present study may serve to inform school practices and research in the field of parental involvement.en_US
dc.titleIndividual and School Characteristics as Predictors of Parental Involvementen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pquncontrolledParental Involvementen_US
dc.subject.pquncontrolledPredictors of Parental Involvementen_US
dc.subject.pquncontrolledSocial Capitalen_US

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