Predictors of parental involvement among Asian immigrant parents in Finland
Nguyen, Nguyen (2021)
Nguyen, Nguyen
2021
Master's Programme in Teacher Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2021-03-17
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202102262282
https://urn.fi/URN:NBN:fi:tuni-202102262282
Tiivistelmä
Parental involvement has become an effective means which has contributed to children’s academic accomplishment, especially for immigrant children. Educational research has investigated the factors that might direct parents’ decisions to get involved in their children’s schooling. However, in the Finnish context, there is a limited number of studies regarding this phenomenon, especially for immigrant parents. Consequently, based on level 1 and 2 of the revised model of parental involvement of Hoover-Dempsey and Sandler (2005), the present research was conducted to examine which forms of parental involvement Asian parents prefer and which factors predict each form of parental involvement (home-based, school-based, and total involvement). Moreover, the research explored the challenges related to remote-education through the COVID-19 pandemic since the way parents get involved might change through the situation. To reach the research’s aims, a quantitative study was designed with the process of data collection conducted by a web survey and multivariate analyses applied by SPSS.
There were 163 Asian parents participating in the research. According to the research findings, Asian parents in Finland had a strong bias towards home-based learning activities. Most strikingly, parental perceptions of specific invitations from children, self-perceived skills and knowledge, as well as time and energy were identified as the significant predictors across the three measures of parental involvement (home-based, school-based, and total). Although the prediction of parental role construction and self-efficacy of parents was not stood out as significant factors for parental involvement as expected, these two factors had a high correlation with others, thus, their roles still need to be taken into consideration to enhance the involvement of parents in children’s schooling.
Furthermore, following the data collected, in the Finnish context, the length of residence surfaced as a potential predictor for school-based involvement. To promote the involvement of parents in events and activities at school, the role of children’s invitations is significant. Besides, the liaison among schools, teachers, and families, needs to be constantly highlighted so that all parties might get more information related to children’s learning, and then common goals are set to donate the child development.
Regarding the challenges of remote learning which were taken place as a replacement for contact learning due to the COVID-19 pandemic, how to balance parents’ responsibilities and how to motivate children to maintain their learning were matters for parents. Especially, there were more than 60% of parents (N = 102) struggled with the feeling of being overwhelmed by the situation caused by the pandemic. Furthermore, there were relationships between the degree of the challenges of remote learning and the number of children each family has.
Thus far, the research findings were discussed to contribute to the theory and scientific research of parental involvement for immigrant parents, especially in the Finnish context.
There were 163 Asian parents participating in the research. According to the research findings, Asian parents in Finland had a strong bias towards home-based learning activities. Most strikingly, parental perceptions of specific invitations from children, self-perceived skills and knowledge, as well as time and energy were identified as the significant predictors across the three measures of parental involvement (home-based, school-based, and total). Although the prediction of parental role construction and self-efficacy of parents was not stood out as significant factors for parental involvement as expected, these two factors had a high correlation with others, thus, their roles still need to be taken into consideration to enhance the involvement of parents in children’s schooling.
Furthermore, following the data collected, in the Finnish context, the length of residence surfaced as a potential predictor for school-based involvement. To promote the involvement of parents in events and activities at school, the role of children’s invitations is significant. Besides, the liaison among schools, teachers, and families, needs to be constantly highlighted so that all parties might get more information related to children’s learning, and then common goals are set to donate the child development.
Regarding the challenges of remote learning which were taken place as a replacement for contact learning due to the COVID-19 pandemic, how to balance parents’ responsibilities and how to motivate children to maintain their learning were matters for parents. Especially, there were more than 60% of parents (N = 102) struggled with the feeling of being overwhelmed by the situation caused by the pandemic. Furthermore, there were relationships between the degree of the challenges of remote learning and the number of children each family has.
Thus far, the research findings were discussed to contribute to the theory and scientific research of parental involvement for immigrant parents, especially in the Finnish context.