Dejavniki, ki vplivajo na vključevanje očetov in mater v šolsko delo svojih otrok, ponazorjeni na vzorcu iz srednje in vzhodne Evrope
Povzetek
Vključevanje staršev v šolsko delo je obsežno raziskovano na mednarodni ravni, v zadnjem času pa tudi na Madžarskem. Vključevanje mater ali očetov lahko pozitivno vpliva na uspešnost otroka, vendar je bilo razlikam med vključevanjem očetov in mater posvečene sorazmerno malo pozornosti. V tej študiji smo izvedli sekundarno analizo podatkov iz ankete med starši v srednji in vzhodni Evropi, pri čemer smo se osredinili na razlike med vključevanjem očetov in mater v šolsko delo. Dodatna novost naše študije je, da smo preučili tudi vpliv različnih šolskih praks na vključevanje v šolsko delo. Odvisna spremenljivka v naši regresijski analizi je glavna komponenta, izpeljana iz postavk vključevanja v šolsko delo. Med pojasnjevalnimi spremenljivkami smo poudarili vlogo odnosa staršev do otroka (očeta ali matere) in pobude šole za spodbujanje vključevanja. Zadnje smo raziskali z raziskovalno faktorsko analizo, ki je razkrila pet dimenzij šolske pobude, kot jih zaznavajo starši: informacije in stiki, poudarek na neformalnih programih, možnosti odločanja, prisotnost strokovne podpore in spletni forumi za izmenjavo mnenj. Naši izsledki kažejo, da očetje poročajo o nižji stopnji vključenosti v šolsko delo in da šolska pobuda znatno spodbuja angažiranost staršev. Starševska vključenost se poveča, ko šole redno zagotavljajo pomembne informacije, organizirajo neformalne dogodke in spodbujajo interakcije, ki krepijo skupnost. Naše ugotovitve kažejo, da bi bilo treba večji poudarek dati neformalnim šolskim dogodkom, kot so šolski sejmi ali športni dnevi, ki spodbujajo udeležbo obeh staršev, ter zagotavljanju, da so starši vključeni v procese odločanja v šoli, da se okrepi odnos med starši in učitelji.
Prenosi
Literatura
Bacskai, K., Bencze, Á., Dorogi, A., Hegedűs, G., Major, E., Rétháti, C., & Pusztai, G. (2024). Implementing parental involvement to improve student achievement in Hungary schools: Patterns of hidden resources. Eurasian Journal of Educational Research, 109(109), 198–213.
Behtoui, A., & Strömberg, I. (2020). Compensatory school effects and social capital. Social Sciences, 9(11), Article 193. https://doi.org/10.3390/socsci9110193
Bhargava, S., & Witherspoon, D. P. (2015). Parental involvement across middle and high school: Exploring contributions of individual and neighborhood characteristics. Journal of Youth and Adoles- cence, 44(9), 1702–1719. https://doi.org/10.1007/s10964-015-0334-9
Brooks, R., & Hodkinson, P. (2022). The distribution of ‘educational labour’ in families with equal or primary carer fathers. British Journal of Sociology of Education, 43(7), 995–1011. https://doi.org/10.1080/01425692.2022.2114426
Bubić, A., Tošić, A., & Mišetić, I. (2021). The role of parental self-efficacy in explaining children’s academic outcomes. Center for Educational Policy Studies Journal, 11(4), 189–212. https://doi.org/10.26529/cepsj.860
Cáceres-Iglesias, J., Gajardo-Espinoza, K., Meza-Cortés, A. F., & Palomero-Fernández, P. (2025). Inclusive education for students with type 1 diabetes in Spain: Reality or utopia? Center for Educational Policy Studies Journal, Article 1982. https://doi.org/10.26529/cepsj.1982
Cankar, F., Deutsch, T., & Sentočnik, S. (2012). Approaches to building teacher-parent cooperation. Center for Educational Policy Studies Journal, 2(1), 35–55. https://doi.org/10.26529/cepsj.394
Caridade, S. M. M., Sousa, H. F. P., & Pimenta Dinis, M. A. (2020). The mediating effect of parental involvement on school climate and behavior problems: School personnel perceptions. Behavioral Sciences, 10(8), Article 129. https://doi.org/10.3390/bs10080129
Ceglédi, T., Alter, E., Godó, K., & Papp, H. (2024). Can high involvement of Roma parents combat the impact of poverty? Resilience and parental involvement in the success of Roma students at school from the students’ perspective. HORYZONTY WYCHOWANIA, 23(66), 107–120. https://doi.org/10.35765/hw.2024.2366.11
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recom-mendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(7), 1–9. https://doi.org/10.7275/jyj1-4868
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Csák, Z. (2023). Types of fathers’ home-based and school-based involvement in a Hungarian interview study. Central European Journal of Educational Research, 5(1), 95–103. https://doi.org/10.37441/cejer/2023/5/1/12047
Csók, C., & Pusztai, G. (2022). Parents’ and teachers’ expectations of school social workers. Social Sciences, 11(10), Article 487. https://doi.org/10.3390/socsci11100487
Damean, D. (2010). Determinants of parent involvement in Romanian schools. Journal of Social Research & Policy, 2, 117–129.
Drvodelić, M., & Domović, V. (2022). Parents’ opinions about their children’s distance learning during the first wave of the Covid-19 pandemic. Center for Educational Policy Studies Journal, 12(3), 221–241. https://doi.org/10.26529/cepsj.1131
Đurišić, M., & Bunijevac, M. (2017). Parental involvement as an important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137–153. https://doi.org/10.26529/cepsj.291
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Corwin Press.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
Fényes, H., Csák, Z., & Pusztai, G. (2025). Parental volunteering in schools: Perspectives from a Central and Eastern European region. Cogent Education, 12(1), Article 2535842. https://doi.org/10.1080/2331186X.2025.2535842
Fleischmann, F., & de Haas, A. (2016). Explaining parents’ school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109(5), 554–565. https://doi.org/10.1080/00220671.2014.994196
Froiland, J. M., & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17(1), 1–17. https://doi.org/10.1007/s11218-013-9237-3
Gee, L. K. (2011). The nature of giving time to your child’s school. Nonprofit and Voluntary Sector Quarterly, 40(3), 552–565. https://doi.org/10.1177/0899764010362116
Gibbs, B. G., Marsala, M., Gibby, A., Clark, M., Alder, C., Hurst, B., Steinacker, D., & Hutchison, B. (2021). “Involved is an interesting word”: An empirical case for redefining school-based parental involvement as parental efficacy. Social Sciences, 10(5), Article 156. https://doi.org/10.3390/socsci10050156
Gubbins, V., & Otero, G. (2018). Determinants of parental involvement in primary school: Evidence from Chile. Educational Review, 72(2), 137–156. https://doi.org/10.1080/00131911.2018.1487386
Guo, X., Lv, B., Zhou, H., Liu, C., Liu, J., Jiang, K., & Luo, L. (2018). Gender differences in how family income and parental education relate to reading achievement in China: The mediating role of parental expectation and parental involvement. Frontiers in Psychology, 783(9), 1–12. https://doi.org/10.3389/fpsyg.2018.00783
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
Hrabéczy, A., Ceglédi, T., Bacskai, K., & Pusztai, G. (2023). How can social capital become a facilitator of inclusion? Education Sciences, 13(2), Article 109. https://doi.org/10.3390/educsci13020109
Kaplan Toren, N. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in the Schools, 50(6), 634–649. https://doi.org/10.1002/pits.21698
Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919–934. https://doi.org/10.1037/edu0000023
Klun, M., Frangež, D., & Ručman, A. B. (2025). Addressing violence against parents and peers and violence in schools through the perspective of ecological theory. Center for Educational Policy Studies Journal, 15(2), 227–247. https://doi.org/10.26529/cepsj.1681
Kocsis, Z., Markos, V., Fazekas, E., Fényes, Z. H., & Pusztai, G. (2024). “Won’t be enough to invite parents to school events”: Results of a systematic literature review of parental volunteering. Ricerche Di Pedagogia e Didattica. Journal of Theories and Research in Education, 19(2), 133–153. https://doi.org/10.6092/issn.1970-2221/20185
Kovács, K., Oláh, Á. J., & Pusztai, G. (2024). The role of parental involvement in academic and sports achievement. Heliyon, 10(2), Article e24290. https://doi.org/10.1016/j.heliyon.2024.e24290
Lareau, A., & Cox, A. (2011). Social class and the transition to adulthood: Differences in parents’ interactions with institutions. In M. J. Carlson, & P. England (Eds.), Social class and changing families in an unequal America (pp. 134–164). Stanford University Press. https://doi.org/10.1515/9780804779081-009
Lee, H. (2019). An exploratory analysis of the factors associated with fathers’ school involvement in South Korea. Journal of Child and Family Studies, 28(3), 839–850. https://doi.org/10.1007/s10826-018-01307-2
Makay, Z., & Spéder, Z. (2020). Fatherhood: Parenthood and family roles for man. In J. Monostori, P. Őri, & Z. Spéder (Eds.), Demographic portrait of Hungary 2018 (pp. 67–84). Hungarian Demograpic Research Institute.
Marin, D., & Bocos, M. (2019). The effects of a high family involvement in pupils’ education. In E. Soare, & C. Langa (Eds.), Education facing contemporary world issues, European proceedings of social and behavioural sciences (pp. 875–883). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.105
Mohammed, P., & Engler, Á. (2022). The role of family and family context in the learning process of children. Vietnam Journal of Education, 6(1), 1–9. https://doi.org/10.52296/vje.2022.144
Negru, O., Damian, L., & Baban, A. (2010). Parents and children in Romania: The influence of family culture dimensions on parental involvement in children’s academic life. Revista de Psicologia da Criança e do Adolescente, (1), 31–48.
Neményi, M., & Takács, J. (2016). Main breadwinner women in Hungary and their work-family balance related coping strategies. Intersections. East European Journal of Society and Politics, 2(3), 97–117. https://doi.org/10.17356/ieejsp.v2i3.170
OECD. (2022). PISA 2022 Database. https://www.oecd.org/en/data/datasets/pisa-2022-database.html
Pallay, K. (2024). Szülői bevonódás Kárpátalja magyar tannyelvű iskoláiban: egy empirikus vizsgálat eredményei ukrajnai magyar szülők körében. [Parental involvement in schools with Hungarian teaching language in Transcarpathia: Results of an empirical study of Hungarian parents in Ukraine.] Önkéntes Szemle, 4(3), 110–128. https://doi.org/10.53585/OnkSzem.2024.3.110-128
Pári, A., & Engler, Á. (2024). The role of sibling patterns in the educational attainment of Hungarian twins. Twin Research and Human Genetics, 27(4–5), 231–240. https://doi.org/10.1017/thg.2024.37
Pribesh, S. L., Carson, J. S., Dufur, M. J., Yue, Y., & Morgan, K. (2020). Family structure stability and transitions, parental involvement, and educational outcomes. Social Sciences, 9(12), Article 229. https://doi.org/10.3390/socsci9120229
Pusztai, G., Bacskai, K., Ceglédi, T., Kocsis, Z., & Hine, M. G. (2025). Mission possible? Institutional family-school-community partnership practices and parental involvement in Hungarian majority and minority schools in three Central and Eastern European countries. Social Sciences, 14(2), Article 107. https://doi.org/10.3390/socsci14020107
Pusztai, G., Demeter-Karászi, Z., Major, E., & Puskás, M. (2024). Beyond the barriers of deficit orientedness? Comparing distinct teacher approaches of parental involvement. British Journal of Religious Education, 46(4), 370–388. https://doi.org/10.1080/01416200.2024.2388133
Pusztai, G., Róbert, P., & Fényes, H. (2023). Parental involvement and school choice in Hungarian primary schools. Journal of School Choice, 17(1), 118–135. https://doi.org/10.1080/15582159.2023.2169812
Radu, R. (2013). School-based parental involvement: A comparative assessment of predictors of satisfaction in South-East Europe. Educational Studies, 39(2), 167–182. https://doi.org/10.1080/03055698.2012.702891
Ringenberg, M. C., Funk, V., Mullen, K., Wilford, A., & Kramer, J. (2005). Test-retest reliability of the Parent and School Survey (PASS). School Community Journal, 15(2), 121–134.
Spéder, Z. (2011). Ellentmondó elvárások között… Családi férfiszerepek, apaképek a mai Magyarországon [Between conflicting expectations… Family male roles, father images in contemporary Hungary]. In I. Nagy, & T. Pongrácz (Eds.), Szerepváltozások: Jelentés a nők és férfiak helyzetéről [Role changes: Report on the situation of women and men] (pp. 207–228). TÁRKI. https://demografia.hu/hu/letoltes/kiadvanyok/Szerepvaltozasok/207-228Speder.pdf
Spéder, Z. (2023). A quarter century of change in family and gender-role attitudes in Hungary. Comparative Population Studies, 48, 741-770. https://doi.org/10.12765/CPoS-2023-29
Šteh, B., & Kalin, J. (2011). Building partner cooperation between teachers and parents. Center for Educational Policy Studies Journal, 1(4), 81–101. https://doi.org/10.26529/cepsj.407
Takács, J. (2020). How involved are involved fathers in Hungary? Exploring caring masculinities in a post-socialist context. Families, Relationships and Societies, 9(3), 487–502. https://doi.org/10.1332/204674319X15592179267974
Velki, T. (2022). The mediating role of parents and school in peer aggression problems. Center for Educational Policy Studies Journal, 12(1), 169–188. https://doi.org/10.26529/cepsj.921
Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
Warrington, M. (2013). Challenging the status quo: The enabling role of gender sensitive fathers, inspirational mothers and surrogate parents in Uganda. Educational Review, 65(4), 402–415. https://doi.org/10.1080/00131911.2012.689274
Wei, W., Wu, Y., Lv, B., Zhou, H., Han, X., Liu, Z., & Luo, L. (2016). The relationship between parental involvement and elementary students’ academic achievement in China: One-only children vs. children with siblings. Journal of Comparative Family Studies, 47(4), 483–500. https://doi.org/10.3138/jcfs.47.4.483
Weiser, D. A., & Riggio, H. R. (2010). Family background and academic achievement: Does self-efficacy mediate outcomes? Social Psychology of Education, 13(3), 367–383. https://doi.org/10.1007/s11218-010-9115-1
Zelenskaya, L., & Balatsynova, A. (2020). Problem of parents–school cooperation in the learning process within the context of requirements of the New Ukrainian School. In V. M. Gryniova, S. M. Kurinna, & L. M. Romanishyna (Eds.), Theory and practice of future teachers’ training for work in the New Ukrainian School (pp. 513–520). Oktan Print. https://doi.org/10.46489/TAPOFT
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
