Publication

De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen

van der Heul, I., 2020, [Groningen]: University of Groningen. 473 p.

Research output: ThesisThesis fully internal (DIV)

APA

van der Heul, I. (2020). De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen. University of Groningen. https://doi.org/10.33612/diss.132898858

Author

van der Heul, Inge. / De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen. [Groningen] : University of Groningen, 2020. 473 p.

Harvard

van der Heul, I 2020, 'De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen', Doctor of Philosophy, University of Groningen, [Groningen]. https://doi.org/10.33612/diss.132898858

Standard

De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen. / van der Heul, Inge.

[Groningen] : University of Groningen, 2020. 473 p.

Research output: ThesisThesis fully internal (DIV)

Vancouver

van der Heul I. De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen. [Groningen]: University of Groningen, 2020. 473 p. https://doi.org/10.33612/diss.132898858


BibTeX

@phdthesis{fc35707888c249daa341e7c74f5a6505,
title = "De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen",
abstract = "The relationship between parents and their children's education has been in the public eye for some time. Despite a multitude of scientific studies and initiatives to improve parental involvement in education, there are still gaps in our knowledge about the functioning of parental involvement. This dissertation answers the following main question: to what extent does parental involvement have an effect on the growth in the language and mathematics skills of children in primary and secondary education? Based on a theoretical model, the relationships between forms and influencing factors (determinants) of parental involvement and the growth in school performance of students were investigated. This also includes the mediating effects of different parental involvement forms.Thirdly, the moderating effects of demographic characteristics of parents and children on the relationships found were examined.The results of the study show that the effect of parental involvement seems to be more complicated than current scientific theories suggest. Parental involvement also works differently for primary school pupils than for secondary school students. Finally, it appears that demographic characteristics of parents, such as the level of education and the language they speak with their children at home, can influence the effect of involvement on school performance. So parental involvement does not work the same for parents and children from different backgrounds.",
author = "{van der Heul}, Inge",
year = "2020",
doi = "10.33612/diss.132898858",
language = "Dutch",
isbn = "978-94-034-2621-1",
publisher = "University of Groningen",
school = "Rijksuniversiteit Groningen",

}

RIS

TY - THES

T1 - De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen

AU - van der Heul, Inge

PY - 2020

Y1 - 2020

N2 - The relationship between parents and their children's education has been in the public eye for some time. Despite a multitude of scientific studies and initiatives to improve parental involvement in education, there are still gaps in our knowledge about the functioning of parental involvement. This dissertation answers the following main question: to what extent does parental involvement have an effect on the growth in the language and mathematics skills of children in primary and secondary education? Based on a theoretical model, the relationships between forms and influencing factors (determinants) of parental involvement and the growth in school performance of students were investigated. This also includes the mediating effects of different parental involvement forms.Thirdly, the moderating effects of demographic characteristics of parents and children on the relationships found were examined.The results of the study show that the effect of parental involvement seems to be more complicated than current scientific theories suggest. Parental involvement also works differently for primary school pupils than for secondary school students. Finally, it appears that demographic characteristics of parents, such as the level of education and the language they speak with their children at home, can influence the effect of involvement on school performance. So parental involvement does not work the same for parents and children from different backgrounds.

AB - The relationship between parents and their children's education has been in the public eye for some time. Despite a multitude of scientific studies and initiatives to improve parental involvement in education, there are still gaps in our knowledge about the functioning of parental involvement. This dissertation answers the following main question: to what extent does parental involvement have an effect on the growth in the language and mathematics skills of children in primary and secondary education? Based on a theoretical model, the relationships between forms and influencing factors (determinants) of parental involvement and the growth in school performance of students were investigated. This also includes the mediating effects of different parental involvement forms.Thirdly, the moderating effects of demographic characteristics of parents and children on the relationships found were examined.The results of the study show that the effect of parental involvement seems to be more complicated than current scientific theories suggest. Parental involvement also works differently for primary school pupils than for secondary school students. Finally, it appears that demographic characteristics of parents, such as the level of education and the language they speak with their children at home, can influence the effect of involvement on school performance. So parental involvement does not work the same for parents and children from different backgrounds.

U2 - 10.33612/diss.132898858

DO - 10.33612/diss.132898858

M3 - Thesis fully internal (DIV)

SN - 978-94-034-2621-1

PB - University of Groningen

CY - [Groningen]

ER -

ID: 132898858