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Open Access Ouderbetrokkenheid van ouders met een kind in het eerste jaar vmbo

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Parental involvement in the first year of secondary education. Parent beliefs on their roles, expectations, efficacy, wishes and behavior at the start and at the end of the school year

When schools want to strengthen parental involvement it is important to know more about the aspects influencing this. The current study explores whether the views, efficacy, wishes and expectations from parents can affect parental involvement. Understanding the decision of parents whether or not to become involved in the learning of their child and school is essential for schools in developing and improving their policies with regard to parental involvement. The ultimate goal is to strengthen educational success in students. The current study measured the parental role construction, efficacy, time and energy, the perception of invitations, and parental involvement at the beginning of the first year in secondary school (N = 201) and in the end of that school year (N = 52). The questionnaire was largely based on the empirically tested model by Hoover-Dempsey (2005). It is expected that whether or not parents decide to play an active role in the education of their child (both at home and at school) is related to the perceived role of parents, and the extent to which they score high on efficacy. Available time and energy is seen as a mediating variable. Items from the scales used by Hoover-Dempsey were translated into Dutch and were found to be reliable and usable to measure the constructs in the Dutch context. Perceived role and the degree to which parents consider themselves competent were positively related to parental involvement. Parents who were more likely to help their child with education were more involved in school, an important predictor of school success. The extent to which parents thought it was important to cooperate with the school was also positively related to parental involvement. The intermediating role of available time and energy of parents, as suggested in the model of Hoover-Dempsey, was not found in the current study.
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Keywords: efficacy; parental involvement; parents’ role beliefs; school influences; secondary education

Document Type: Research Article

Affiliations: 1: Karin Hoogeveen is senior onderzoeker bij Sardes. Haar expertise bevindt zich op het vlak van ouderbetrokkenheid, onderwijsachterstandenbeleid en cultuureducatie. Correspondentieadres:, Email: [email protected] 2: Janneke Schilder is sociaal psycholoog en werkt als junior onderzoeker en adviseur bij Sardes. Haar expertise ligt op het gebied van online gedrag van kinderen en jongeren en onderwijsachterstandenbeleid.

Publication date: December 21, 2016

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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