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Parental influences on immigrant students' achievement-related motivation and achievement: a meta-analysis


Kim, Yeeun; Mok, Sog Yee; Seidel, Tina (2020). Parental influences on immigrant students' achievement-related motivation and achievement: a meta-analysis. Educational Research Review, 30:online.

Abstract

This meta-analysis of 14 studies investigated the overall effects of parental influence indicators (i.e., parental psychological engagement, behavioral involvement, and socioeconomic status (SES)/educational level) on the achievement-related motivation of 5453 immigrant students. The meta-analysis further examined immigrant students' motivation as a mediator of the relationship between parental influences and student achievement. Potential moderators of the effects were also considered. The findings showed that parental influence indicators (i.e., psychological engagement, r = .22 CI[0.16, 0.27], behavioral involvement, r = .23 CI[0.14, 0.32], and SES/educational level, r = .07 CI[0.02, 0.11]) had the overall small effect on immigrant students' achievement-related motivation. School level had a small moderation effect on the relationship between parental psychological engagement and achievement-related motivation. Immigrant students' achievement-related motivation had a small mediation effect in the relationship between parental influences and student achievement (r = .10 CI[0.06, 0.14]). Parents' psychological engagement and behavioral involvement exerted a stronger effect than parental SES/education level, highlighting the importance of proximal parental influences on immigrant children's achievement-related motivation and achievement.

Abstract

This meta-analysis of 14 studies investigated the overall effects of parental influence indicators (i.e., parental psychological engagement, behavioral involvement, and socioeconomic status (SES)/educational level) on the achievement-related motivation of 5453 immigrant students. The meta-analysis further examined immigrant students' motivation as a mediator of the relationship between parental influences and student achievement. Potential moderators of the effects were also considered. The findings showed that parental influence indicators (i.e., psychological engagement, r = .22 CI[0.16, 0.27], behavioral involvement, r = .23 CI[0.14, 0.32], and SES/educational level, r = .07 CI[0.02, 0.11]) had the overall small effect on immigrant students' achievement-related motivation. School level had a small moderation effect on the relationship between parental psychological engagement and achievement-related motivation. Immigrant students' achievement-related motivation had a small mediation effect in the relationship between parental influences and student achievement (r = .10 CI[0.06, 0.14]). Parents' psychological engagement and behavioral involvement exerted a stronger effect than parental SES/education level, highlighting the importance of proximal parental influences on immigrant children's achievement-related motivation and achievement.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Parental involvement, motivation, achievement, immigrant students, meta-analysis
Language:English
Date:1 June 2020
Deposited On:30 Mar 2020 06:28
Last Modified:29 Jul 2020 14:55
Publisher:Elsevier
ISSN:1747-938X
OA Status:Closed
Publisher DOI:https://doi.org/10.1016/j.edurev.2020.100327
Official URL:https://www.sciencedirect.com/science/article/pii/S1747938X18305372

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Language: English
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Embargo till: 2023-06-01