Impact of Parental Involvement in Children’s Educational Achievements: A Systermatic Review

Background and Purpose
Parental involvement is widely recognized as a key influence on children’s academic success, yet the specific mechanisms, theoretical underpinnings, and outcomes across diverse settings remain insufficiently explored. This scoping review aimed to synthesize existing research on how parental involvement impacts children’s educational achievement. The primary objective was to examine the theories applied, research methods used, and findings reported in peer-reviewed studies. The guiding research question was how does parental involvement affect educational outcomes in children, and what theoretical and methodological approaches have been used to investigate this relationship?

Methods
Employing Arksey and O’Malley’s six-step framework for scoping reviews, the study conducted a systematic search across Google Scholar, PsycINFO, CINAHL Complete, and ProQuest Education databases. Of 339 studies initially identified, 13 met the inclusion criteria (2013–2023). The Population-Concept-Context (PCC) framework guided study selection (K–12 students and parents; parental involvement; school/home settings). Data was extracted and analyzed using Covidence software, focusing on study characteristics, participant demographics, design types, conceptual definitions, theoretical frameworks, and reported outcomes.

Results
The majority of studies (n=11) found a positive correlation between parental involvement and academic outcomes such as test scores, goal orientation, emotional well-being, and cognitive development. Two studies reported either no effect or a negative impact, particularly when involvement was characterized by parental insensitivity. Theoretical frameworks included Epstein’s Six Types of Involvement (used in four studies), Ecological Systems Theory, Self-Determination Theory, Social Learning Theory, Achievement Goal Theory, Parental Investment Model, Self-System Theory, and Quantity and Quality (QQ) Model. However, only a few studies applied these theories thoroughly throughout their methodologies and analyses. Most employed quantitative, cross-sectional designs, with limited use of longitudinal or mixed methods approaches. Socioeconomic factors, developmental stage, and the quality of parental engagement were found to mediate outcomes.

Conclusions and Implications
Parental involvement positively influences children’s academic achievement when tailored to developmental needs and delivered in a supportive, communicative manner. The findings underscore the necessity for theoretically grounded and context-specific strategies in research and practice. Schools and policymakers are encouraged to foster inclusive, theory-informed school-home partnerships and to remove structural barriers to engagement in marginalized communities. Future research should emphasize longitudinal designs and richer integration of theoretical models to capture the complexity of parental influence across educational stages.