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• Parental Assistance with Assignments – Types of Parental Involvement in Homework

  25-36.

  Mária-Magdolna Szász

  Views:

  332

  The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.

• Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study

  95-103

  Zsolt Csák

  Views:

  135

  This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s
  development and achievement. It also identifies the types of fathers that emerge based on this involvement.
  According to the literature, paternal involvement at home and at school contributes to academic achievement,
  similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of
  the research relies on the types of parental involvement as defined by Epstein. The research was qualitative,
  based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size.
  The first group comprised fathers who contributed to their child’s achievement at home, often by helping with
  school-related activities, while not participating in school events. The second group included fathers who were
  involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom
  were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based
  involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and
  their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more
  likely to participate.