Associate Professor

Developmental Science

Office: 108A Jesup
Phone: 615-343-4962
Fax: 615-343-9494
Email: 

Laboratory Website

Curriculum Vitae

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Degrees

• Ph.D. (Michigan State University, 1974)

Research Area

• Developmental Psychology and Cognitive Studies

Current Positions

• Associate Professor of Psychology, Peabody College; Associate Professor of Education.

Representative Publications

• Hoover-Dempsey, K.V., & Battiato, A.C., Walker, J.M., Reed, R.P., & Jones, K.P. (In press). Parental involvement in homework. Educational Psychologist.
• 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.
• Hoover-Dempsey, K.V., Bassler, O.C., & Burow, R. (1995). Parents' reported involvement in students' homework: Strategies and practices. Elementary School Journal, 95, 435-450.
• Hoover-Dempsey, K.V., Bassler, O.C., & Brissie, J.S. (1992). Explorations in parent school relations. Journal of Educational Research, 85, 287-294.
• Hoover-Dempsey, K.V., Bassler, O.C., & Brissie, J.S. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-435.

Biography

Professor Hoover-Dempsey's primary research program focus on the role and influence of parents in children's and adolescents' educational and development outcomes. Grounded in a theoretical model of the parental involvement process (Hoover-Dempsey & Sandler, 1995, 1997), she and her students are investigating (a) why parents become involved in their children's education and (b) how their involvement, once engaged influences both proximal (e.g., self-regulation, work orientation, school engagement) and distal (e.g., achievement) student outcomes. Recent studies have examined the components and functioning of parental role construction for involvement in children's day-to-day schooling; the influence of students' behavior and invitations on parents' involvement decisions and patterns; the contributions of parental role construction, sense of efficacy for helping children learn, and perceptions of teacher invitations to parents' involvement decisions. Current projects focus on parents' influence on student homework engagement and outcomes, and examination of the mechanisms through which parental involvement contributes to student self-regulation.