Relationship between parental school involvement and its barriers among parents of students in grades 4 to 9: based on latent class and correspondence analyses
Abstract Background Parental school involvement is critical for students’ academic and educational success. This study addresses a research gap by conducting latent class and correspondence analyses to uncover and visually depict the intricate relationships between parental school involvement and it...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-02-01
|
| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-025-02389-6 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Abstract Background Parental school involvement is critical for students’ academic and educational success. This study addresses a research gap by conducting latent class and correspondence analyses to uncover and visually depict the intricate relationships between parental school involvement and its barriers. Methods Data were obtained from 1,307 parents of students in grades 4 to 9 in China. Students in grades 4 to 9 experience preadolescence (grades 4 to 6) and early adolescence (grades 7 to 9), which are critical periods of transition in individual development. The latent class analysis revealed sub-populations of parental school involvement and its barriers. The correspondence analysis demonstrated the relationship between the groups of both parental school involvement and its barriers. Results The results showed: (1) six distinct groups of parental school involvement, namely the High Involvement in Child’s Things, All High Involvement, High Initiative Involvement, High Passive Involvement, Medium Involvement, and Low Involvement groups; (2) five groups of barriers to parental school involvement, namely the High Work-Transportation, High Work, Medium Personal, High Transportation, and None Barriers groups; (3) a visual pattern of the relationship between six groups of parental school involvement and five groups of barriers to parental school involvement. Specifically, the All High Involvement and High Initiative Involvement groups were closer to the None Barriers class; Medium Involvement was related to High Work Barriers; Low Involvement to Medium Personal Barriers; and High Passive Involvement to High Transportation Barriers. Conclusions This study clarifies relationships between the latent groups of parental involvement in school and the latent groups of barriers to involvement, which support the reformulated explanatory model of barriers to parental involvement in education. |
|---|---|
| ISSN: | 2050-7283 |