Developing a Model to Explain Perceptions of Parental Involvement to Education


Kaya O., Bacanli H.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.31, sa.2, ss.410-423, 2016 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Konu: 2
  • Basım Tarihi: 2016
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.410-423

Özet

The overall goal of the study is to establish a model in which the relationship between parental involvement and motivational factors, parents' perceptions of invitations and perceived time and energy. The instruments used in the study which was a causal comparison model were Parent Involvement Questionnaire, Parental Role Construction Scale, School Experience Scale, Parental Efficacy Scale, Parents' Perceptions of Invitations for Involvement from the Others and Perceived Time and Energy Scale. The subjects of the research were composed of 790 parents (418 mothers, 372 fathers). The data were analyzed via SPSS 16.0 and AMOS 7.0 software. According to research findings, parents' perceptions of invitations for involvement from the others directly affected parental involvement. Meanwhile, it was found that parents' perceptions of invitations for involvement from the others and parental involvement had a positive relationship. Perceived time and energy directly affected parental involvement. Besides, it was found that perceived time and energy and parental involvement had also a positive relationship. Parents' perceptions of invitations for involvement from the others had a high level of effect and perceived time and energy had a low level of effect on parental involvement. Parents' motivational factors indirectly affected parental involvement. Meanwhile, they had a positive relationship.