Home-Based Parent Involvement, Gender, and Self-Regulated Learning in the Early Years of Schooling

• In Event: Analyses on Nonformal and Informal Learning Environments in Educational Panel Studies

Abstract

Parent involvement has for some time been positively associated with children’s academic and socio-emotional development. More recently investigations have identified the specific relationship between school-based parent involvement and children’s self regulated learning behaviours. Comprising a number of socio-emotional skills, self regulated learning behaviours are linked to improved school performance, and represent an emerging area of interest in the early years of schooling (Xu et al., 2010).
While school’s have a strong influence over school-based parent involvement, there may be less influence over the ways parents support their child’s educational development in the home environment. Further, research findings differ on the efficacy of specific forms of home-based parent involvement and children’s learning related behaviours and success. The world Organisation for Economic Cooperation and Development (OECD) has also identified the role of gender in these relationships is also under investigated (Borgonovi, 2012).
This study examined the relationship between different forms of home-based parent in-volvement and children’s SRL during the early years of schooling, its relationship with student outcomes, and the role of gender in these relationships. A number of demographic variables relevant to the study context were also included.

Authors

• Graham Daniel, Charles Sturt University

• Cen Wang, Charles Sturt University