Parent involvement in a child's early education is consistently found to be positively associated with a child's academic performance ( Hara & Burke, 1998 Hill & Craft, 2003 Marcon, 1999 Stevenson & Baker, 1987). Parent involvement and student academic performance: A multiple mediational analysis Limitations, future research directions, and implications for public policy initiatives were discussed. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. However, there has been little investigation of the mechanisms that explain this association. Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance.
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