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Final Report

The project report examines the relationship between parental involvement and academic performance among college students transitioning from high school. It reveals a decline in parental involvement during this transition, with mixed effects on academic performance, indicating that the relationship is complex and influenced by various factors. The study highlights the need for further research to understand the nuances of parental involvement and its impact on students' academic success.

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0% found this document useful (0 votes)
3 views26 pages

Final Report

The project report examines the relationship between parental involvement and academic performance among college students transitioning from high school. It reveals a decline in parental involvement during this transition, with mixed effects on academic performance, indicating that the relationship is complex and influenced by various factors. The study highlights the need for further research to understand the nuances of parental involvement and its impact on students' academic success.

Uploaded by

swastikkx69
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1

Project Report on

“Parental Involvement in Academic Performance”

Submitted By:

Swastik Sharma-102206020

Under the Guidance of

Ms. Avisha Malik

School of Humanities and Social Sciences

Thapar Institute of Engineering and Technology


2
TABLE OF CONTENTS

COPYRIGHT NOTICE……………………………………………………………………….. 3

LETTER OF TRANSMITTAL………………………………………………………………. 4

CERTIFICATE………………………………………………………………………………… 5

ACKNOWLEDGEMENT……………………………………………………………………. 6

EXECUTIVE SUMMARY…………………………………………………………………… 7

INTRODUCTION……………………………………………………………………………..8
LITERATURE REVIEW…………………………………………………………………….. 9
SCOPE AND SIGNIFICANCE OF THE STUDY………………………………………….. 11

OBJECTIVES OF THE STUDY…………………………………………………………….. 11

RESEARCH METHODOLOGY…………………………………………………………….. 12

DATA SOURCES……………………………………………………………………………… 13

Primary Data…………………………………………………………………………….13 Secondary


Data…………………………………………………………………………. 13
Data Collection Method………………………………………………………………… 13

RESEARCH TOOL…………………………………………………………………………… 13

SAMPLING…………………………………………………………………………………….. 13

DATA ANALYSIS AND INTERPRETATION……………………………………………….. 14

KEY FINDINGS………………………………………………………………………………..21
CONCLUSION………………………………………………………………………………… 29
LIMITATIONS OF THE STUDY……………………………………………………………..23
APPENDIX…………………………………………………………………………………… 24

REFERENCES……………………………………………………………………………….. 27

WEBSITES AND BLOGS…………………………………………………………….. 27


3
COPYRIGHT NOTICE

©Copyright 2022 by Thapar Institute of Engineering & Technology. All rights reserved. This material may
not be duplicated for any profit-driven approach.

The reports contained in these Internet-accessible directories are included by the contributing authors as a
mechanism to ensure the timely dissemination of scholarly and technical information on a non-commercial
basis. Copyright and all rights therein are maintained by the authors, despite their having offered this
information electronically. Everyone copying this information must adhere to the terms and constraints
invoked by each author's copyright.

Reports may not be copied for commercial redistribution, republication, or dissemination without the
explicit permission of the School of Humanities & Social Sciences at Thapar Institute of Engineering &
Technology, Patiala and the authors.
4
LETTER OF TRANSMITTAL

Date:

Respected Ma’am,

This is to inform you that we are submitting our report entitled “Parental Involvement in Academic
performance” as partial fulfilment of the Professional Communication Course (UHU003) requirement.

As you will see, the report examines the relationship between Parental Involvement in Academic

performance, particularly during the transition from high school to college. The report is the result of a

survey that was conducted among students in their first year of college.

Through this report and survey conducted, we intended to bring into the limelight, importance of

involvement of parents in the life of their children both in their academic and personal lives. Considering the

importance of education in the lives of students, we conducted this survey and published our findings in this

report.

Regards,

Swastik Sharma-102206020

CERTIFICATE

This is to certify that the project report on ‘Parental Involvement in Academic performance’ is a bonafide
project work done originally by Swastik Sharma in fulfilment of the project work given by the School of
Humanities and Social Sciences, Thapar Institute of Engineering and Technology during the year 2025.
5

Date:

Place: Patiala

ACKNOWLEDGEMENT

At the outset, we would like to articulate this project on the topic “Parental Involvement in Academic
performance” as a small journey that was a remarkable learning experience. The successful completion of
this project is only because of the extraordinary support, guidance, counselling and motivation from our
respected teachers at the Thapar Institute of Engineering and Technology. This journey was also incomplete
without the support of our family and friends.
We firstly express our hearted thankfulness to our professor Ms Rishita Goyal in this project who made us
feel her presence during all those crucial and decision-making moments this project went through. The deep
insights into the subject given to us by her are believed to be the root cause of completing this project
qualitatively and timely. Also, through the support provided by her, we have acquired knowledge on the
avenues that this project has explored. We extend our gratitude to all our friends for their encouragement
and support.
6

EXECUTIVE SUMMARY

Parental involvement refers to the active participation of parents or guardians in their child’s academic life.
Education is crucial for the development and success of children and we wanted to find out whether parental
involvement played a factor in it or not.

The data analysis revealed several trends related to Parental Involvement in Academic performance. A
noticeable decrease in parental involvement was observed while comparing high school to college. This
decline in involvement aligned with changes in academic performance, which varied among students. Some
students reported improvements, while others experienced a decline in performance. When analysing the
perceived impact of parental involvement on academic performance, responses varied, indicating that
students held different beliefs about the influence of their parents on their academic success. Additionally,
the data showed mixed levels of stress or anxiety associated with parental involvement, suggesting that the
emotional impact of parental involvement might differ among students.

The findings of this study provide insights into the complex relationship between Parental Involvement in
Academic performance as students transition from high school to college. While the data does not provide a
clear-cut answer to the hypothesis, it highlights the variability in student’s experiences and perceptions of
parental involvement. It appears that the impact of parental involvement on academic performance is having
many aspects to it and depends on various factors, such as individual student characteristics, the nature of
the involvement, and the academic context etc. Thus, a general conclusion cannot be derived from our study
as each parent child relationship is different and a variety of factors are in play like the child’s personality
and their autonomy etc.

Though our hypothesis was that there will be a decrease in academic performance once the students enter
college, what we observed was that this not true in all the cases. Despite the involvement of parents
decreasing since high school, the academic performance did not change accordingly and a direct correlation
could not be made. This suggests that the two variables are not directly and that a parent child relation is too
complex to give a general conclusion and each relationship is different from one another.

.
7
Parental Involvement in Academic Performance

Parental involvement in academic performance has long been recognized as a critical factor in a child's
educational success. Over the past few decades, researchers and educators have increasingly focused on
understanding the extent to which parent’s engagement in their child's learning process can impact academic
outcomes. The need for a comprehensive report on this topic arises from the desire to synthesize existing
knowledge and provide guidance for parents, educators, and policymakers to enhance educational outcomes
for all students.

Various studies have indicated that parental involvement can positively influence a child's academic
performance, leading to improved grades, test scores, and overall school experience. For example, the
landmark research by Joyce Epstein (1995) identified six types of parental involvement, ranging from
parenting practices to decision-making, that can positively affect children's academic outcomes. According
to Epstein, when parents collaborate with schools and take an active role in their children's education,
students are more likely to excel academically, develop positive attitudes towards learning, and enjoy school
life. Furthermore, the work of Henderson and Mapp (2002) demonstrated a strong correlation between
parental involvement and student success, regardless of the family's socioeconomic background. They found
that when parents are involved in their children's education, students are more likely to have higher
academic achievements, better attendance, and improved behavior at school. In recent years, technological
advancements have transformed the way parents engage with their child's education, leading to a shift in the
definition of parental involvement. A study by Fan and Chen (2001) highlighted the importance of
considering not only parent’s physical presence but also their expectations, aspirations, and support for their
children's academic success. As the landscape of education continues to evolve, it is crucial to investigate
the most effective ways for parents to be involved in their children's learning journey.

With the ever-changing educational landscape, it is crucial to recognize and promote the positive impact that
involved parents can have on their children's academic performance, regardless of their background or
socioeconomic status.

LITERATURE REVIEW

Plunkett, Behnke, Sands, & Choi (2009)


8
They conducted a study examining the role of parental involvement in the academic success of Latino
adolescents. The researchers were particularly interested in understanding the influence of parental
involvement on student’s academic performance and the factors that might contribute to the differences in
outcomes among Latino adolescents. The study used a sample of 298 Latino adolescents and their parents
from various socioeconomic backgrounds. The researchers collected data on parental involvement, which
included various dimensions, such as parental expectations, communication about school, and participation
in school activities. Additionally, they gathered information on student’s academic performance, including
grades and standardized test scores. The results of the study indicated that parental involvement was
positively associated with academic performance among Latino adolescents. The most significant effects
were observed for parental expectations and communication about school-related matters. These findings
suggest that when parents have high expectations for their children's academic success and engage in open
communication about school and education, it positively impacts student’s academic performance.
Furthermore, the study found that the relationship between Parental Involvement in Academic performance
was moderated by several factors, including family structure, socioeconomic status, and the parent’s level of
education. These factors influenced the degree to which parental involvement translated into improved
academic outcomes for Latino adolescents. They highlighted the importance of parental involvement in
promoting the academic success of Latino adolescents. The study demonstrated that specific aspects of
parental involvement, such as expectations and communication, were particularly influential in shaping
student’s academic performance.

Fan & Chen (2001)

They conducted a study examining the relationship between parental involvement and student’s academic
achievement. The study included 25 diverse research papers and found a positive correlation between
Parental Involvement in Academic performance. The most significant impact on academic outcomes was
observed for parental expectations and communication about school-related matters. This research
highlighted the importance of focusing on specific dimensions of parental involvement to promote student’s
academic success.

The results demonstrated a positive correlation between Parental Involvement in Academic performance,
with certain aspects of involvement showing a stronger impact on student’s outcomes. Specifically, parental
expectations and communication about school-related matters were found to be the most influential
dimensions of parental involvement on academic achievement.
9
Jeynes (2007)

They conducted an analysis to investigate the impact of parental involvement on the academic achievement
of urban, minority students in the United States. The study aimed to address the potential unique challenges
and benefits of parental involvement in this specific population.

The results revealed a significant, positive association between parental involvement and academic
achievement for urban, minority students. Among the various dimensions of parental involvement, parental
expectations were found to have the strongest influence on student’s academic performance. Interestingly,
the study also indicated that parental involvement had a more substantial impact on the academic
achievement of minority students compared to their non-minority peers.

In summary, Jeynes (2007) demonstrated the importance of parental involvement in enhancing the academic
success of urban, minority students. The study highlighted the role of parental expectations as a critical
factor in promoting positive academic outcomes and emphasized the potential benefits of targeted efforts to
increase parental involvement in this specific population.

Hornby & Lafaele (2011)

They conducted a review of the literature to explore the relationship between parental involvement and
academic achievement. The review included a wide range of studies, considering various aspects of parental
involvement, such as communication, expectations, and participation in school activities. The authors
examined the impact of these dimensions on academic outcomes, while also analyzing potential barriers to
effective parental involvement, including cultural and socioeconomic factors. The results of the review
revealed a complex and somewhat inconsistent relationship between parental involvement and academic
achievement. While many studies showed a positive association between the two, the strength and
significance of this relationship varied across different contexts and student populations. The authors
identified several factors, such as cultural differences, parental education levels, and family structure, that
might influence the effectiveness of parental involvement in promoting academic success. The study
emphasized the need for further research to better understand the specific conditions under which parental
involvement is most effective, as well as the potential barriers that may hinder its impact on student’s
academic outcomes.

Pomerantz, Moorman, & Litwack (2007)


10
They conducted a study to examine the relationship between parental involvement and student’s academic
achievement, taking into consideration the potential influence of children's motivation and autonomy. The
study included 447 children and their families, who were followed from the 5th to the 7th grade. Data was
collected through questionnaires answered by parents, children, and teachers, measuring various aspects of
parental involvement, children's motivation and autonomy, and academic achievement. The results revealed
that, overall, parental involvement was not significantly associated with student’s academic achievement
when controlling for children's motivation and autonomy. In other words, the impact of parental
involvement on academic performance appeared to be minimal when considering the influence of children's
individual characteristics. Moreover, the study found that high levels of parental involvement could
sometimes have negative effects on student’s academic outcomes, particularly when children perceived such
involvement as controlling or intrusive.

SCOPE AND SIGNIFICANCE OF STUDY


The scope of our study revolves around college students and their experiences with parental involvement
during the transition from high school to college. By focusing on various aspects of parental involvement
and collecting data at a single point in time, we aim to provide insights into the changing dynamics of
parental support during this crucial period. The significance of our study lies in its practical implications for
educators, parents, and policymakers, offering valuable information that can help optimize student’s
academic success. Additionally, our study contributes to the understanding of the relationship between
Parental Involvement in Academic performance by addressing the high school to college transition, an area
not extensively explored in the existing literature.
OBJECTIVES OF THE STUDY

• To assess the relationship between the level of parental involvement and student’s academic performance
in college.

• To examine the changes in parental involvement in student’s academic lives as they transition from high
school to college.

REASEARCH METHADOLOGY

The report is aimed at finding whether or not academic performance drops in college due to less
involvement of parents in the child’s academic and personal life. We investigated the impact of parental
involvement on student’s academic performance as they transition from high school to college. Our
hypothesis is that comparatively more parental involvement during high school may lead to a drop in
academic performance once students enter college. To explore this relationship, a survey was conducted and
11
was filled by first year students of Thapar Institute of Engineering and Technology. The survey included
questions related to academic performance, frequency of parental involvement during high school and
college, perceived impact of parental involvement on performance, and the stress or anxiety associated with
it. Our Independent and Dependent variables for the report are as follows:

 Independent Variable – The involvement of parents in the lives (academically in our context) of their
children is the independent variable since it is not affected by the other factors and solely depends on
the relationship the parent and the child have. It was measured by a series of questions regarding the
relation the students had with their parents.

 Dependent Variable – The academic performance of the students, both in high school and college, is
our dependent variable since our assumption is that parental involvement may have positive as well
as negative effects on the student’s performance. It was measured using grades reported by the
student in high school and college.
12
.
DATA SOURCES

• Primary Data

A questionnaire was filled out by the people. The data collected and the interpretations of the same are
presented ahead in this report.

• Secondary Data

Research papers, journals, and magazines were studied. We also conducted an interview of 2 students from
TIET and took their views and opinions into consideration during making of this report.

• Data Collection Method

The primary data collection method used in this research is the questionnaire method. Here the data are
systematically recorded from the respondents.
The secondary data used here is from published research papers, journals and the interview we conducted.

RESEARCH TOOL

A structured questionnaire has been prepared to get the relevant information from the respondents. The
questionnaire consists of a variety of questions presented to the respondents for their despondence.

SAMPLING

The target sample chosen was restricted to an Engineering college, mainly the first-year students,
considering the fact that they recently experienced the transition from high school to college and would also
be subjected to less recall bias.

Sample Unit - The students of the Thapar Institute of Engineering and Technology are the sample unit in the
survey.

Sample Size-The sample size chosen for this study is 100 since it is a Mini Research Project.
DATA ANALYSIS AND INTERPRETATION

1. What would you rate your overall performance in last semester?


13

Interpretation
 A significant majority of students attained grades within the average and above average range in
their previous semester.
 Only a small proportion of students managed to meet their standards of academic performance.

2. How often did your parents help you with homework in high school?

Interpretation

• More than 50% of the students were not helped by their parents in their homework in high school. This
may be due to various reasons, such as parents being too busy or not having the necessary knowledge or
skills to help with the homework.
14
• Lack of parental involvement in homework could have both positive and negative effects on student’s
academic performance and motivation.

3. How often did your parents asked you about your academic progress in high school?

Interpretation

 By this pie chart, it is pretty clear that though the parents were not able to help their children in their
homework assignments but they were quite regular in inquiring about their academic progress in
high school.

4. Since you have started college, how often have your parents helped you with your academic
work.
15
Interpretation
 Clearly, a high percentage of parents have stopped helping their children in academics since the start
of their college.
 This can be due to some obvious reasons like no face-to-face interaction, lacking sufficient
knowledge, etc or they may think that there isn’t any need for such assistance.

5. How much do you feel that your parent's involvement in your academic life has decreased since you
started college?

Interpretation

• This pie chart shows that the decrement of parent's involvement in academic life of students is different
for all.

• There is a mix of all students where some strongly feel the decrement, while for some it hasn’t decreased
at all.

6. How much have you noticed changes in your academic performance since you started college?
16

Interpretation

• Academic performance of majority of students has changed since they have started college for which one
of the factors may be change in the extent of their parent’s involvement.

7. To what extent do you believe your parent’s involvement in your academic life has positively impacted
your performance in college?

Interpretation

• The students have mixed opinions about the impact of their parent’s involvement in their academic life
during college.
17
• For some students their parent’s involvement has impacted positively, so such parents should continue to
be a helping hand for their children.

• While for the students for whom their parent’s involvement hasn’t brought a positive result should
maybe ask their parents to be a little less involved.

8. How much do you agree that your parent's involvement in your academic life is necessary for you to
succeed in college?

Interpretation

• 37% of students agreed with the statement and 35% of students disagreed, and rest of the students did
not have any firm opinion on the statement.

• So, it is quite evident that there is mix of all students. Some thinks that parental involvement is necessary
for them to excel in academics while for some it is not so helpful.

9. How often do you communicate with your parents about your academic progress in college?
18

Interpretation

• Majority of the responses were in the "Often" category indicating that a significant portion of
students communicate with their parents about their academic progress frequently. Some students fell
into the "Very Rarely" and "Very Often" categories.
• So, there is almost similar percentage of students who talk about their academic progress with their
parents as the ones who do not.

10. How often did your parents get involved in your academic activities in high school, such as checking
your homework or attending parent-teacher conferences?

Interpretation:
19
• The frequency of parental involvement in academic activities during high school varied among the
respondents. Some had minimal involvement, while others had frequent involvement.

11. How much stress or anxiety do you feel when your parents are involved in your academics?

Interpretation

 The feeling of stress or anxiety varied among the students with it almost being a split between those
who feel such emotions and those who do not.
 Hence it can be said that some like to share their academic journey with their parents while others
take it as a burden on them.
12. How pressurized do you feel to perform well academically because of your parent's involvement?
20
Interpretation

 The responses indicate that a significant portion of respondents feels some pressure to perform well
academically because of their parent’s involvement.
 There is a wide range of pressure levels experienced by the respondents with a higher proportion of
them agreeing to feel pressurized.

KEY FINDINGS

• Student’s overall performance in their last semester varied, suggesting that their academic success is be
affected by different factors which can include parental involvement and personal motivation.

• The data suggests that parental involvement in high school was generally higher than in college. This can
be due to the increased independence that college students experience and a change in parental roles as
their children transition into adulthood.

• Changes in academic performance since starting college were observed by many students. While some
reported improvements, others saw a decline in their academic achievements. This may also suggest that
factors other than parental involvement can also contribute to changes in academic performance during
the transition from high school to college.

• Stress or anxiety levels due to parental involvement in academics varied among the students. Some
reported feeling more stressed or anxious because of their parent’s involvement, while others seemed to
experience little to no impact. This finding highlight that a general conclusion can not be made since the
students reacted to their parent’s involvement differently.

• The impact of parental involvement on student’s academic performance in college varied among
respondents. Some students saw a positive influence, while others found it detrimental or irrelevant. This
highlights the complexity of the relationship between parental involvement and academic success, as it
can be influenced by individual and contextual factors.

CONCLUSION

Our study highlights the complex relationship between Parental Involvement in Academic performance
during the transition from high school to college. While some students reported a positive impact of parental
involvement on their academic success, others found it detrimental or irrelevant. The findings also suggest
that the level of parental involvement decreases as students enter college, which could account for changes
21
in academic performance. Furthermore, the study revealed varying levels of stress, anxiety, and pressure
among students due to parental involvement. These factors highlight the importance of considering
individual differences when examining the role of parental involvement in academic success. In summary, it
is crucial for parents to understand their relationship with their children and carefully navigate their
involvement in their child's academic life and strike a balance in their involvement that supports their
growth, independence, and well-being while minimizing any negative consequences.
22
LIMITATIONS OF THE STUDY

In spite of the precautions, vigilance and scrupulousness taken by the investigator to make the study
objective, it cannot be denied that there are certain limitations.

• We did not account for other variable that could affect the relationship between parental involvement
and academic success, such as the quality of the schools, curriculum, or student motivation.

• The survey relies on student’s memories of experiences with parental involvement and academic
success, which may be subjected to recall bias and affect the accuracy of the data collected.

• The study relies solely on self-reported figures of parental involvement and academic success, which
might not provide an objective or complete picture of the topic being studied.

• The questionnaire was filled primarily by B-TECH students of Thapar Institute of Engineering and
Technology, Patiala. So, the scope of sample findings was limited.

• The topic being very vast, much literature was left unread.
23
APPENDIX

SURVEY FORM AND QUESTIONNAIRE:

Parental Involvement in Academic Performance


Hi there! We're currently conducting a survey to explore the relationship between Parental Involvement in
Academic performance. We're interested in your insights and opinions, and your participation will greatly
contribute to our research. Don't worry, it won't take too long – only about 4-5 minutes – and all your
answers will be kept completely anonymous. So, we would be really grateful if you could take the time to
participate in our survey. Thanks in advance for your contribution!

1. What would you rate your overall performance in


last semester?
o 1 - Very poor
o 2 - Poor
o 3 - Fair
o 4 - Good
o 5 - Excellent
2. How often did your parents help you with homework in high
school?
o 1 - Rarely
o 2 - Occasionally
o 3 - Sometimes
o 4 - Often
o 5 - Very Often
3. How often did your parents asked you about your academic
progress in high school?
o 1 - Rarely
o 2 - Occasionally
o 3 - Sometimes
o 4 - Often
o 5 - Very Often
24
4. Since you have started
college, how often have your
parents helped you with your
academic work?

o 1 - Rarely
o 2 - Occasionally
o 3 - Sometimes
o 4 - Often
o 5 - Very Often
5. How much do you feel that your parent's involvement in your academic life has decreased since you
started college?
o 1 - Strongly Disagree
o 2 - Disagree
o 3 - Neutral
o 4 - Agree
o 5 - Strongly Agree
6. How much have you noticed changes in your academic performance since you started college?– Not a
priority
o 1 - No Changes
o 2 - Slight Change
o 3 - Not Sure
o 4 - Moderate Change
o 5 - Significant Changes
7. To what extent do you believe your parent’s involvement in your academic life has positively impacted
your performance in college?
o 1 - Not at All
o 2 - Somewhat Negative
o 3 - Neutral
o 4 - Somewhat Positive
o 5 - Extremely Positive
8. How much do you agree that your parent's involvement in your academic life is necessary for you to
succeed in college?
o 1 - Strongly Disagree
25
o 2 - Disagree
o 3 - Neutral
o 4 - Agree
o 5 - Strongly Agree
9. How often do you communicate with your parents about your academic progress in college?

o 1 - Rarely
o 2 - Occasionally
o 3 - Sometimes
o 4 - Often
o 5 - Very Often
10. How often did your parents get involved in your academic activities in high school, such as checking
your homework or attending parent-teacher conferences?
o 1 - Rarely
o 2 - Occasionally
o 3 - Sometimes
o 4 - Often
o 5 - Very Often
11. How much stress or anxiety do you feel when your parents are involved in your academics?
o 1 - Negligible
o 2 - Minor
o 3 - Moderate
o 4 - Considerable
o 5 -Significant
12. How pressurized do you feel to perform well academically because of your parent's involvement?
o 1 - Not at all pressurized
o 2 - Slightly pressurized
o 3 - Moderately pressurized
o 4 - Very pressurized
o 5 - Extremely pressurized
26
SCHOLARLY JOURNALS AND RESEARCH PAPERS

 Plunkett, S. W., Behnke, A. O., Sands, T., & Choi, B. Y. (2009). Adolescents' reports of parental
engagement and academic achievement in immigrant families. https://doi.org/10.1007/s10964-008-
9325-4

 Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-
analysis. https://doi.org/10.1023/A:1009048817385

 Jeynes, W. H. (2007). The Relationship between Parental Involvement and Urban Secondary School
Student Academic Achievement. https://doi.org/10.1177/0042085906293818

 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory
model. https://doi.org/10.1080/00131911.2010.488049

 Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents'
involvement in children's academic lives: More is not always better.
https://doi.org/10.3102/003465430305567

WEBSITES AND BLOGS

• https://psycnet.apa.org/

• https://www.researchgate.net/

• https://www.wikipedia.org/

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