Parental Involvement in Municipal Schools in Chile: Why do Parents Choose to get Involved?

Taly Reininger, Fordham University

Abstract

Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this dissertation used a secondary data analysis of a cross sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at home and at school involvement when controlling for child, parent, and household characteristics. The research also examined the role school climate plays in moderating the relationship between child and teacher invitations for involvement in determining at school involvement. ^ Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. School climate was not a moderator.^

Subject Area

Social Work|Education, Educational Psychology

Recommended Citation

Reininger, Taly, "Parental Involvement in Municipal Schools in Chile: Why do Parents Choose to get Involved?" (2015). ETD Collection for Fordham University. AAI3667029.
https://fordham.bepress.com/dissertations/AAI3667029

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