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dc.contributor.authorCastro, María
dc.contributor.authorExpósito Casas, Eva
dc.contributor.authorLópez-Martín, Esther
dc.contributor.authorLizasoain, Luis
dc.contributor.authorNavarro-Asencio, Enrique (1)
dc.contributor.authorGaviria Soto, José Luis
dc.date2015-02
dc.date.accessioned2017-10-04T20:27:43Z
dc.date.available2017-10-04T20:27:43Z
dc.identifier.issn1878-0385
dc.identifier.urihttps://reunir.unir.net/handle/123456789/5640
dc.description.abstractThis paper is a quantitative synthesis of research into parental involvement and academic achievement through a meta-analysis of 37 studies in kindergarten, primary and secondary schools carried out between 2000 and 2013. Effect size estimations were obtained by transforming Fisher's correlation coefficient. An analysis has also been conducted of the heterogeneity of the magnitudes grouped according to different moderator variables, and a study of the publication bias affecting meta-analytical studies. The results show that the parental models most linked to high achievement are those focusing on general supervision of the children's learning activities. The strongest associations are found when the families have high academic expectations for their children, develop and maintain communication with them about school activities, and help them to develop reading, habits.(C) 2015 Elsevier Ltd. All rights reserved.es_ES
dc.language.isoenges_ES
dc.publisherEducational Research Reviewes_ES
dc.relation.ispartofseries;vol. 14
dc.relation.urihttp://www.sciencedirect.com/science/article/pii/S1747938X15000032?via%3Dihubes_ES
dc.rightsrestrictedAccesses_ES
dc.subjectparental involvementes_ES
dc.subjectparent participationes_ES
dc.subjectacademic achievementes_ES
dc.subjectmeta-analysises_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleParental involvement on student academic achievement: A meta-analysises_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://dx.doi.org/10.1016/j.edurev.2015.01.002


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