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Our original model of the parental involvement process (Hoover-Dempsey
& Sandler, 1995, 1997) is included below [“Original Model,” in blue]).
Work completed in our lab since the model was published has suggested
several revisions. These revisions are summarized below in the “Current/Revised
Model” (below, in yellow); they are described more fully in Hoover-Dempsey
and Sandler (2005) and in Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey
(2005; see also Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones,
2001; Hoover-Dempsey, Walker, Jones & Reed, 2002; Hoover-Dempsey, Walker,
Sandler, Whetsel, Green, Wilkins, & Closson, 2005). On-going work in
our lab is focused on further examination of constructs and relationships
included in the Current/Revised model.
The Hoover-Dempsey & Sandler
Model of Parental Involvement (2005)
Level 5
| Student Achievement (Varied Summary Measures) |
Level 4
Student
Proximal Attributes Conducive to Achievement, e.g.:
|
Academic Self-Efficacy
|
Intrinsic Motivation to Learn
|
Self-Regulatory Strategy Knowledge & Use
|
Social Self-Efficacy for Relating to Teachers
|
Level 3
(Mediated
by) Student Perception of Learning Mechanisms Engaged by Parents
|
Encouragement
|
Modeling
|
Reinforcement
|
Instruction
|
Level 2
Learning
Mechanisms Engaged by Parents during Involvement Activities, e.g.:
|
Encouragement
|
Modeling
|
Reinforcement
|
Instruction
|
Parent
Involvement Forms, e.g.:
|
Values, Goals, Expectations, Aspirations
|
Involvement Activities at Home
|
Parent/Teacher/School Communications
|
Involvement Activities at School
|
Level 1
Personal
Motivators
|
Parents'
Perception of Contextual Invitations to Involvement
|
School/Program
Responsiveness to Family Life Context Variables
|
Parental
Role Construction for Involvement
|
Parental Efficacy for Helping the Student Succeed
|
General Invitations from School/Program
|
Specific Invitations from Teacher
|
Specific Invitations from Student
|
Parental Knowledge and Skills
|
Parental Time and Energy
|
Family Culture
|
Click here to download the current/revised model in Microsoft
Word format. A PDF file
of the Model is also available. PDF files may be better for printing
purposes. Many computers already have Adobe Acrobat Reader, which
allows you to open these files. However, if your computer does
not, a free copy is available at the Adobe Web Site for both Windows and Macintosh platforms.
Please contact manya.c.whitaker@vanderbilt.edu
with any requests if you have difficulty obtaining documents
from our site.
The Hoover-Dempsey & Sandler
(1995, 1997) Model of Parental Involvement
LEVEL 5: Child/Student Outcomes
|
Skills and Knowledge
|
Efficacy for Doing Well in School
|
LEVEL 4: Tempering/Mediating
Variables
|
Parents' Use of Developmentally
Appropriate Involvement Strategies
|
Fit between Parents' Involvement
Actions & School Expectations
|
LEVEL 3: Mechanisms through
which Parent Involvement Influences Child/Student Outcomes
|
Modeling
|
Reinforcement
|
Instruction
|
Close-Ended
|
Open-Ended
|
LEVEL 2: Parents' Choice of
Involvement Forms
Influenced by:
|
Specific Domains of
Parents' Skills & Knowledge
|
Mix of Demands on
Total Time & Energy from:
|
Specific Invitations
and Demands for Involvement from:
|
Other Family Demands
|
Employment Demands
|
Child(ren)
|
School/Teacher(s)
|
LEVEL 1: Parental Involvement
Decision
(The Parent's Positive Decision to Become Involved) Influenced by:
|
Parent's Construction
of the Parental Role
|
Parent's Sense of
Efficacy for Helping Child(ren) Succeed in School
|
General Opportunities
and Demands for Parental Involvement Presented by:
|
The Parent's Child(ren)
|
Child(ren)'s School(s)
|
Click here to download the original model in Microsoft
Word format. A PDF file of
the Model is also available. PDF files may be better for printing
purposes. Many computers already have Adobe Acrobat Reader, which
allows you to open these files. However, if your computer does
not, a free copy is available at the Adobe Web Site for both Windows and Macintosh platforms. Please
contact manya.c.whitaker@vanderbilt.edu
with any requests if you have difficulty obtaining documents
from our site.
References
Hoover-Dempsey, K.V., & Sandler, H.M. (2005). Final Performance
Report for OERI Grant #R305T010673: The Social Context of Parental Involvement:
A Path to Enhanced Achievement. Presented to Project Monitor, Institute
of Education Sciences, U.S. Department of Education, March 22, 2005.
Hoover-Dempsey, K.V., Walker, J.M.T., Sandler, H.M., Whetsel,
D., Green, C.L., Wilkins, A.S., & Closson, K.E. (2005). Why do
parents become involved? Research findings and implications. Elementary
School Journal, 106(2); 105-130
Walker, J.M., Wilkins, A.S., Dallaire, J., Sandler, H.M., &
Hoover-Dempsey, K.V. (2005). Parental involvement: Model revision through
scale development. Elementary School Journal,
106(2); 85-104
Hoover-Dempsey, K.V., Walker, J.M., Jones, K.P., & Reed, R.P.
(2002). Teachers Involving Parents (TIP): An in-service teacher education
program for enhancing parental involvement. Teaching and Teacher Education,
18(7), 843-867.
Hoover-Dempsey, K.V., Battiato, A.C., Walker, J.M., Reed, R.P., DeJong,
J., & Jones, K.P. (2001). Parental involvement in homework. Educational
Psychologist, 36(3), 195-209.
Hoover-Dempsey, K.V., & Sandler, H.M. (1997). Why do parents
become involved in their children's education? Review of Educational
Research, 67, 3-42.
Hoover-Dempsey, K.V., & Sandler, H.M. (1995). Parental involvement
in children's education: Why does it make a difference? Teachers College
Record, 97, 310-331.
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