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Educational Studies Volume 42, 2016 - Issue 2
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Effect of the parental involvement style perceived by elementary school students at home on Language and Mathematics performance in chilean schools

Verónica GubbinsFaculty of Psychology, Universidad Alberto Hurtado, Santiago, ChileCorrespondence[email protected]
&
Gabriel OteroSchool of Sociology, Universidad Diego Portales, Santiago, Chile
Pages 121-136 | Received 23 May 2015, Accepted 07 Jan 2016, Published online: 01 Mar 2016

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Jean-Baptiste M.B. Sanfo & Keiichi Ogawa. (2021) Explaining the rural-urban learning achievements gap in Ethiopian primary education: a re-centered influence function decomposition using Young Lives data. Education Economics 29:3, pages 269-297.
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Verónica Gubbins & Gabriel Otero. (2020) Parental involvement and low-SES children’s academic achievement in early elementary school: new evidence from Chile. Educational Studies 46:5, pages 548-569.
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Verónica Gubbins & Gabriel Otero. (2020) Determinants of parental involvement in primary school: evidence from Chile. Educational Review 72:2, pages 137-156.
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Magdalena Mo Ching Mok, Jinxin Zhu & Cecilia Lai Kwan Law. (2017) Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology 37:10, pages 1259-1280.
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Articles from other publishers (9)

Metin Kaya & Abdullah Selvitopu. (2023) The roles of family contextual factors on immigrant students’ academic achievement: a meta-analysis. Current Psychology 43:5, pages 3853-3865.
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William H. Jeynes. (2022) A Meta-Analysis: The Relationship Between the Parental Expectations Component of Parental Involvement with Students’ Academic Achievement. Urban Education 59:1, pages 63-95.
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Carolina Álvarez & Dénes Szücs. (2022) The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology 42:27, pages 23480-23494.
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Angelina Wilson Fadiji & Vijay Reddy. (2023) Well-being and mathematics achievement: What is the role of gender, instructional clarity, and parental involvement?. Frontiers in Psychology 13.
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Abdullah Selvitopu & Metin Kaya. (2023) The relations between family contextual factors and academic achievement: Second-order meta-analysis. Research in Pedagogy 13:2, pages 351-364.
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Xiao Yu, Yinghe Chen, Chunliang Yang, Xiujie Yang, Xin Chen & Xixi Dang. (2022) How does parental involvement matter for children's academic achievement during school closure in primary school?. British Journal of Educational Psychology 92:4, pages 1621-1637.
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Francisco I. Ceron, Thijs Bol & Herman G. van de Werfhorst. (2022) The dynamics of achievement inequality: The role of performance and choice in Chile. International Journal of Educational Development 92, pages 102628.
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Lisa Boonk, Hieronymus J.M. Gijselaers, Henk Ritzen & Saskia Brand-Gruwel. (2018) A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review 24, pages 10-30.
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Gabriel Otero, Rafael Carranza & Dante Contreras. (2017) ‘Neighbourhood effects’ on children's educational achievement in Chile: The effects of inequality and polarization. Environment and Planning A: Economy and Space 49:11, pages 2595-2618.
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