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Parents’ School-Related Behavior: Getting Involved with a Grade School and College Child

Parents’ School-Related Behavior: Getting Involved with a Grade School and College Child

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Published by Carlo Magno
The present study investigated the parental involvement of the Filipino mothers and fathers on their child’s school-related behaviors. The study made use of Tan’s (1989) typology of fathers (procreator, dillitante, determinative, and generative) and Umali-Razon’s (1981) typology of mothers (permissive, loving, controlling, and autonomy). These characteristics in their typology were differentiated in the involvement of school-related activities for a grade school child and a college child. The pattern of differences was investigated using t-test for two independent samples, Confirmatory Factor Analysis, and Multidimensional Scaling. The results showed that mother’s are significantly more loving and permissive for the grade school child while fathers are significantly more procreator and determinative for the grade school child, p
The present study investigated the parental involvement of the Filipino mothers and fathers on their child’s school-related behaviors. The study made use of Tan’s (1989) typology of fathers (procreator, dillitante, determinative, and generative) and Umali-Razon’s (1981) typology of mothers (permissive, loving, controlling, and autonomy). These characteristics in their typology were differentiated in the involvement of school-related activities for a grade school child and a college child. The pattern of differences was investigated using t-test for two independent samples, Confirmatory Factor Analysis, and Multidimensional Scaling. The results showed that mother’s are significantly more loving and permissive for the grade school child while fathers are significantly more procreator and determinative for the grade school child, p

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Published by: Carlo Magno on Nov 07, 2008
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05/09/2014

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Parental Involvement
1
Running Head: PARENTAL INVOLVEMENT
Parents’ School-Related Behavior: Getting Involved with a Grade School andCollege ChildCarlo Magno Janelle Carmela LynnAylsworth Kyler LeeRobina Marie Ko
 
Parental Involvement
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School-related Parental Behavior with Children in Grade School andCollegeCarlo Magno.Janelle Camela Lynn,Avlsworth Kyler Lee,,Robina Marie KoDe LaSalle UniversityAbstract
 The present study investigated the parental involvement of the Filipino mothers andfathers on their child’s school-related behaviors. The study made use of Tan’s(1989) typology of fathers (procreator, dillitante, determinative, and generative)and Umali-Razon’s (1981) typology of mothers (permissive, loving, controlling, andautonomy). These characteristics in their typology were differentiated in theinvolvement of school-related activities for a grade school child and a college child. The pattern of differences was investigated using t-test for two independentsamples, Confirmatory Factor Analysis, and Multidimensional Scaling. The resultsshowed that mother’s are significantly more loving and permissive for the gradeschool child while fathers are significantly more procreator and determinative forthe grade school child, p<.05. The model of Umali-Razon are more fit forinvolvement with a grade school child while Tan’s model is more appropriate for acollege child. The characteristics for mothers’ and fathers’ are closely linked for theinvolvement of a grade school child and these characteristics separate andbecomes exclusive for the involvement in a college child.
 
Parental Involvement
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 In the past two decades, a great deal of research has shown thedynamics of parents’ involvement in school (Domina, 2005). Parents’ schoolinvolvement has been linked with a lower likelihood of dropping out of school(Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990). Also, studiesconducted indicate that parents’ behaviors are predictors of children’s socialadjustment in the transition to school and achievement in school (Stevenson& Baker, 1987; The National Institute of Child Health and HumanDevelopment Early Child Care Research Network in the United States, 2004).
Parental Involvement 
Parental involvement in education has long been a topic of interestamong those concerned with the optimal developmental and bettereducational outcomes for the child. Studies report consistent findings thatincreased parental involvement can improve student achievement (Hoover-Dempsey & Sandler, 1997). In support to this, a study by Jones and Savage(1972) has shown a positive association between parents' involvement atschool and children's achievement. Jones and Savage (1972) found that mostparents strongly value involvement in their children's learning. Across a

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