Comparative study of parental involvement in the education of children with and without specific learning disabilities (Doctoral thesis)

Αλβανόπουλος, Γεώργιος/ Alvanopoulos, Georgios


Parental Involvement (PI) in children’s education is linked to significant benefits for the students themselves, the families, the school as well as the community. However, in the case of parents with children with Specific Learning Disabilities (SLD), who usually attend mainstream schools, research is rare worldwide and absent in the Greek context. Τhe present study uses Hoover-Dempsey and Sandler’s (2005) parental involvement theoretical model which includes the following: a) the factors that motivate parents to get involved in the educational process, b) the ways in which they are involved, and c) the effects of their involvement on children’s school performance. The purpose of this thesis is the comparative study of the factors associated with PI in the education of children with and without SLD who attend primary schools in the region of Eastern Macedonia and Thrace. The participants were teachers and parents of pupils with and without SLD. Initially, the pupils diagnosed with SLDs who attended the district schools were identified; then an equal number of pupils without SLD were randomly selected matched in gender, grade and age. A total of 197 parents from each group of pupils and 128 teachers participated. Results showed that: a) the PIP-PQ constitutes a valid and reliable PI measurement tool for Greek parents of children with and without SLD, b) there are significant differences between the two groups of parents in almost all the factors under study (11 of 14) which are related to the PI according to the model in favor of the parents of children without SLD, c) the application of the theoretical model to Greek parents of children with and without SLD was confirmed, as it was found that the first level factors explain significant proportion of the variance of the second level factors (home -based and school – based involvement, psychological mechanisms of PI), d) the factors that often occurred in all predictive models are those concerning to the invitations from the child, parental beliefs about their role and responsibilities and parental self-efficacy, e) of the socio-demographic parent and child characteristics, only students’ age with typical development served as moderator between invitations from the child and the home-based involvement, f) in alternative theoretical models tested, a minor mutual relationship between the predictive ability of the home-based involvement and the Mechanism of Modeling – Instruction was found but only in the case of parents of children with SLDs. Results are discussed in relation to those of other studies; limitations of this research are acknowledged, the implications of this study on a national as well as an international level are discussed and finally topics for future research are identified
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Home and school
Parent-teacher relationships
Keywords: Σχέση σχολείου οικογένειας,Ειδικές μαθησιακές δυσκολίες,Ψυχομετρικές ιδιότητες,Συνεργασία σχολείου οικογένειας,Specific learning disabilities,Psychometric properties,Home-school relationship,Ηome-school partnership
URI: http://83.212.168.214/jspui/handle/123456789/10563
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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