The relationship between parental involvement in education and academic achievement: A meta-analysis study


  • Aysel Ates Milli Eğitim Bakanlığı


Parental involvement, academic achievement, school, teacher


The aim of this study is to examine the relationship between parental involvement and students' academic achievement using meta-analysis method. In the research, Proquest Digital Dissertations, Web of Science, ERIC, Council of Higher Education Thesis Center and Turkish Academic Network and Information Center were scanned, and 53 studies in accordance with the study criteria were included in the meta-analysis. Inclusion criteria includes research on the relationship between parental involvement and academic achievement, having sufficient quantitative data such as correlation value or regression coefficient, studies involving primary, secondary or high school students and their families. The correlation values of the included studies were converted into Fisher z values. The average effect size was evaluated by Comprehensive Meta Analysis V3 (CMA) Program. As a result of the study, it was determined that the average effect size of the relationship betweenparental involvement and academic achievement was at the moderate effect size level with a value of 0.369 according to the random effects model. In addition, it was observed that the relationship between parental involvement and academic achievement did not differ significantly according to course areas, school levels and geographical areas. The analysis findings made for publication bias show that there is no publication bias in the study. In this context, suggestions have been developed for ensuring parental involvement and for future researches.


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How to Cite

Ates, A. (2021). The relationship between parental involvement in education and academic achievement: A meta-analysis study. Pegem Journal of Education and Instruction, 11(3), 50–66. Retrieved from