- Talking with the child about its results
- Looking at and discussing about the child’s school tasks it brought at home
- Reacting on the child’s questions/signals about school, learning, homework
- Paying the child a compliment about good results or behaviour at school
- Letting know the child that its efforts are appreciated
- Interrogating the child’s lessons
2 - Parent-teacher communication
- Communicating with the teacher about the child’s school results
- Communicating with the teacher about the child’s behaviour
- Communicating with the teacher about how the child feels at school
3 - Participation in school
- Being member of the parent committee or another board at school
- Being present at activities organised by school
- Being volunteer on activities organised by school
4 - Cognitive stimulating home environment
- Playing party games with child
- Encouraging the child to read books
- Parent themselves read books and explicit their interest in books to the child
- Watching informative television programs with the child or encouraging the child to watch such programs
- Doing creative things with the child
- Making cultural excursions
5 - Parent-child communication
- Talking with the child about activities he/she has done at school
- Talking with the child about other things happened at school (for example: contact with classmates, incidents on the playground)
- Trying to find out what the child likes doing at school
- Talking with the child about its behaviour
6 - Structuring home climate
- There are rules about how long the child is allowed to play electronic games
- There are rules about the television programs the child is allowed to watch
- There are rules about the time the child is allowed to watch television
Group differences in parental involvement ---------------------------
Predicting parent characteristics
1 - Educational level
2 - Home language
3 - Family structure
Predicting child characteristics
1 - Perceived learning achievement
2 - Perceived wellbeing
3 - Perceived behaviour
Predicting parent characteristics
1 - Educational level
- Lower secondary education
- Higher secondary education
- Higher education
2 - Home language
- Dutch
- Non-native speaker
3 - Family structure
- Traditional
- Single parent
- Recomposed
Predicting child characteristics
1 - Perceived learning achievement
- Lower achiever
- Medium achiever
- Higher achiever
2 - Perceived wellbeing
- Low wellbeing
- Medium wellbeing
- High wellbeing
3 - Perceived behaviour
- Bad behaviour
[Bron: Parents’, teachers’ and children’s perception of parental involvement in relation with pupils’ learning achievement and wellbeing - Lien Ghysens, Ghent University, Belgium]
