Parental attributions as predictors of involvement and influences on child achievement

Abstract

Background. This study, which was conducted in Cyprus, combines the theoretical framework of attribution research with that of parent involvement literature. Aim. Its aim was to investigate the role of parental attributions as predictors of parental involvement in their child's educational process and to examine the influence of both of these factors on the child's actual school achievement. Sample. The parents of 473 sixth grade students in 22 public elementary schools participated in the study. Data were also collected from students and their teachers. Method. Participating parents completed questionnaires regarding their attributions of their child's achievement and their own degree of involvement in his/her life. Results. It was found that parents who believed that their own role was important for their child's achievement tended to be more controlling and to be keener in developing the child's interests. Also, the parental attribution of the child's achievement to the child's own effort was positively related to the child's actual achievement results. Finally, it was found that the child's actual school achievement was directly related to the parental interest-developing behaviour, but it was not significantly related to the parental controlling behaviour. Conclusions. Through a structural equation model and a path analysis procedure, it was shown that a line of influence exists between parental attribution style, the type and degree of parental involvement and the child's actual academic achievement.