1. Objectifs

Intentions :
« In the present study, we explored how the psychological constructs, as defined in Hoover-Dempsey and Sandler’s model (1995, 1997), influence the parent involvement process at the secondary level, and more precisely, at the first three grade levels in Quebec secondary schools. » (p. 164)

Questions/Hypothèses :
« We addressed the following research question: What are the relative contributions of parents’ (a) role construction, (b) self-efficacy, (c) perception of teacher invitations, and (d) perception of adolescent invitations to predict parent involvement at home and at school in Grades 7, 8, and 9? » (p. 164)

2. Méthode

Échantillon/Matériau :
770 parents d’élèves du secondaire fréquentant cinq écoles publiques des régions de la Mauricie Centre-du-Québec et de la Montérégie.

Instruments :
- Shargin the dream! Parent Questionnaire (Jones et al., 2000), comportant des échelles se rapportant au rôle du parent, aux pratiques d’implication des parents, à la perception des parents relativement aux invitations des enseignants et au sentiment d’autoefficacité;
- Questionnaire sur les perceptions des parents relativement aux invitations des élèves et sur les activités d’implication inspiré par Epstein et al., (1993, 1996).

Type de traitement des données :
Analyse statistique

3. Résumé

« Inspired by K. V. Hoover-Dempsey and H. M. Sandler’s (1995, 1997) model of the parent involvement process, the authors examined 4 psychological constructs of parent involvement: (a) relative strength of parents’ role construction, (b) parents’ self-efficacy for helping adolescents succeed in school, (c) parents’ perceptions of teacher invitations to become involved, and (d) parents’ perceptions of students’ invitations to become involved. The authors obtained survey responses from 770 parents of adolescents in 5 Quebec secondary schools—354 parents of 7th graders, 231 parents of 8th graders, and 185 parents of 9th graders. Results emphasize that it is important that researchers distinguish parent involvement at home and at school when examining the predictive power of the 4 psychological constructs. Findings also provide evidence of grade-level differences in the predictive models of parent involvement at home and at school. Parents’ perceptions of students’ invitations was the most powerful predictor of parent involvement at home models across the 3 grade levels. Parents’ role construction made important contributions to the prediction of their involvement at Grades 7 and 9; parents’ perceptions of teacher invitations were associated with parent involvement at school across the 3 grade levels. Whether at home or at school, parents became involved if they perceived that teachers and students expected or desired their involvement. » (p. 164)