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Checking In or Checking Out? Investigating the Parent Involvement Reactive Hypothesis

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  • Ralph McNeal

Abstract

There are many conflicting findings regarding the relationship between parent involvement and student performance. Some findings support a positive relationship between involvement and achievement, whereas others support a negative relationship. The most common explanation for the negative findings, in which parent involvement is associated with lower levels of academic achievement, has been termed the reactive hypothesis (e.g., Catsambis, 1998; Epstein, 1988). The reactive hypothesis claims that any negative correlation or relationship between parent involvement and academic achievement stems from a reactive parent involvement strategy whereby a student having academic or behavioral difficulties at school leads to greater levels of parent involvement (i.e., checking in). Using the National Longitudinal Education Study, the author used a 3-panel, cross-lagged regression model to empirically investigate this claim. The analysis reveals little to no empirical support for the reactive hypothesis. In fact, reduced achievement and increased truancy are not met with greater levels of parental involvement, but rather with reduced levels of parent involvement.

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  • Ralph McNeal, 2012. "Checking In or Checking Out? Investigating the Parent Involvement Reactive Hypothesis," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(2), pages 79-89.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:79-89
    DOI: 10.1080/00220671.2010.519410
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    Cited by:

    1. Bahigansenga Silas, 2023. "Effect of Parental Engagement on Students’ Performance in Bugesera District, Rwanda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(8), pages 1878-1894, August.
    2. Scott Myers & Carrie Myers, 2015. "Family Structure and School-Based Parental Involvement: A Family Resource Perspective," Journal of Family and Economic Issues, Springer, vol. 36(1), pages 114-131, March.
    3. Marlon R. Tracey & Chanita C. Holmes & Marvin G. Powell, 2024. "Parental limit-setting decisions and adolescent subject grades," Review of Economics of the Household, Springer, vol. 22(1), pages 143-171, March.
    4. José Manuel Cordero Ferrera & Manuel Muñiz Pérez & Rosa Simancas Rodríguez, 2015. "The influence of socioeconomic factors on cognitive and non-cognitive educational outcomes," Investigaciones de Economía de la Educación volume 10, in: Marta Rahona López & Jennifer Graves (ed.), Investigaciones de Economía de la Educación 10, edition 1, volume 10, chapter 21, pages 413-438, Asociación de Economía de la Educación.
    5. Jonathan Norris & Martijn van Hasselt, 2019. "Troubled in school: does maternal involvement matter for adolescents?," Working Papers 1906, University of Strathclyde Business School, Department of Economics.
    6. Lau, Eva Yi Hung & Power, Thomas G., 2018. "Parental involvement during the transition to primary school: Examining bidirectional relations with school adjustment," Children and Youth Services Review, Elsevier, vol. 88(C), pages 257-266.

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