Parents’ Engagement in the School Context Within an Expectancy-Value Framework

• In Event: Family Background, Parental Engagement, and Student Motivation and Achievement

Abstract

Objectives
Given the importance attributed to the cooperation between schools and parents, the objective of the study was to examine areas of parental engagement in the school context, differences in intensity of participation, and relevant motivational aspects predicting engagement. The main research questions were as follows:
Q1. Can three theoretically defined areas of parental engagement (organizational, conceptual, direct learning support engagement) be empirically supported?
Q2. Are there differences in the frequency of parental engagement between the different areas?
Q3. Can parental subjective values (attainment, intrinsic motivation, utility, costs) and expectancy of success predict their engagement in the areas of parent-school cooperation?

Theoretical background
Cooperation between school and parents is important for student development. Based on the current body of research, three areas of parental engagement can be theoretically distinguished: organizational, conceptual, and direct learning support (Cotton & Wikelund, 2001; Epstein et al., 2002). Eccles’ expectancy-value theory provides a theoretical framework for subjective values and expectation of success as parental characteristics related to parental engagement decisions (Wigfield & Eccles, 2000).

Methods
We conducted a study with parental questionnaires in schools in Germany. Areas of parental engagement were assessed with 13 items. Subjective values were measured with 4 to 6 items, expectation of success with 3 items. A four-point Likert answering scale was used. Data analyses was conducted in SPSS and MPlus applying confirmatory factor analysis (Q1), Tukey’s test for differences in means (Q2), and a multivariate linear model (Q3). The hierarchical data structure was taken into account.

Data sources
The survey was conducted with 2,742 parents of 5th graders in 31 schools in a variety of neighborhoods.

Results
Regarding the first research question the confirmatory factor analysis showed an acceptable model fit for the three-factor model of parental engagement areas (Chi2 = 3351.8; df = 78; CFI = .940; RMSEA = .035) and was superior to a one-factor model.
Concerning differences in the intensity of parental engagement, parents were significantly less frequently involved in conceptual engagement (M = 1.50; SD = 0.59) than in both other areas. In addition, organizational (M = 2.68; SD = 0.74) engagement was less frequently reported than direct learning support engagement (M = 3.18; SD = 0.76).
The model specified with the subjective values and expectancy of success revealed the following results: Higher organizational as well as higher conceptual engagement were predicted by higher attainment value, lower subjective costs, and higher expectation of success. Higher direct learning support was predicted by higher attainment and subjective utility. Intrinsic motivation was not a significant predictor when the other predictors were applied. R2 ranged from 11 (conceptual) to 21 (learning support) percent.

Significance of the study
The study provides empirical evidence for three distinguished areas of parental engagement. Expectancy-value theory has helped identify distinct motivational aspects predicitive for different areas of engagement. These findings have important implications for academic practice, e.g., when designing measures to increase parental engagement. Additionally, further scientific work will focus on examining motivational structures for different subgroups of parents.

Authors

• Jasmin Schwanenberg, Technical University of Dortmund

• Nele McElvany, TU Dortmund University

• Nadja Pfuhl, IFS - TU Dortmund

• Ruth Friederike Springer, IFS - Institut für Schulentwicklungsforschung