The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and non-empirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. To address these gaps in the research, this article reports a meta-analysis conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement.

Fan, X. & Chen, M. (2001). Parental Involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

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