A meta-analysis : the effects of parental involvement on Asian American children's academic achievement

Abstract

A meta-analysis, based on 13 empirical studies, was conducted to investigate the relation between parental involvement and Asian American students' academic achievement. Parental involvement was divided into three types: school-based involvement, home-based involvement and community-based involvement. Home-based involvement was divided into three subtypes: parent-child communication, educational aspiration, and home supervision. The results showed that parental involvement had only slight positive effects on Asian American students' academic achievement. For the types or subtypes of parental involvement, only community-based involvement and educational aspiration consistently demonstrated slight positive effects. Home-based involvement and home supervision tended to exert a positive influence, while school-based involvement and parent-child communication tended to exert a negative influence. The reasons for the results are discussed, and the limitations for this study are also noted.