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Parent involvement in education: Parent positions
Abstract
The current study evaluated the effects of matched rationales on parent ratings of acceptability for a spelling homework activity. Participants completed a questionnaire regarding their positions about education. Questionnaire information was used to develop rationales for parent involvement in a spelling homework activity. Participants in the matched rationale condition received a rationale that matched their positions on the questionnaire. Participants in the generic rationale condition received a rationale generally used by teachers to encourage parent involvement in spelling homework, but that did not utilize information from the questionnaire in order to develop a close match. Independent t-tests were conducted to determine the benefits of matched rationales over generic rationales for parent involvement in homework. Results indicated no significant differences between groups on ratings of treatment acceptability, homework completion, or spelling achievement. Discussion focused on future treatment acceptability research in educational settings which would combine other components of treatment acceptability.
Subject Area
Educational psychology|Families & family life|Personal relationships|Sociology
Recommended Citation
Bahns, Theresa M, "Parent involvement in education: Parent positions" (1997). ETD collection for University of Nebraska-Lincoln. AAI9805496.
https://digitalcommons.unl.edu/dissertations/AAI9805496