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AbstractClimate change education is crucial to addressing the climate crisis. Studies show that parents and guardians can play an important role in transmitting knowledge, competencies, and a pro-environmental orientation to their children. Whilst climate change education can span many disciplines, it has been effective within science education. In this paper we embrace evidence-based effective approaches to science education, with parents. Climate change education research literature published to date focusses on school-based interventions and there is a dearth of literature on parental involvement. This paper describes the development of, and outcomes associated with, a programme to promote engagement with climate change education for families from socioeconomically disadvantaged backgrounds. Data were gathered through post semi-structured interviews and reflections on posters and photos created and collected throughout the programme. Findings indicate that this approach engaged parents in climate change education with their children and successfully addressed various misconceptions. The programme presents a real opportunity to engage parents in their children’s formal education. [ABSTRACT FROM AUTHOR]

This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

Background: Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. Aims: The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism. Methods: The present study used a large‐scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. Results: The multi‐level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. Conclusions: The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science. [ABSTRACT FROM AUTHOR]

Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. However, for the first-generation learners, e.g. particularly vulnerable tribal groups (PVTGs), it is an arduous task because they belong to the least developed communities in India, with poverty and illiteracy forming the base of their existence. This paper examines the extent of involvement PVTG parents have in educating their daughters and identifies ways for improvement. Findings based on this original study suggest that the parents realise involvement, but their knowledge of involvement differs from the general population and the Western context. Hence, the study proposes four types of Cs to integrate their involvement: Concern, Communication, Condition, and Cooperation. [ABSTRACT FROM AUTHOR]

High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents’ contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents’ contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r =.189). The associations were stronger for education-focused parenting self-efficacy (r =.183) than general parenting self-efficacy (r =.114) and were stronger still for home-based participation (r =.248) and parental expectations and aspirations (r =.248) than school-based participation (r =.124) and parent-teacher communication/relationship (r =.090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents’ contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Young people's room for autonomy and independent life choices is challenged by intensive parenting practices and ambiguous ideals underpinning the youth-parent relationship. In this article, we explore how young people make sense of and relate to parental influence as they are about to make choices of higher education. Through Foucauldian discourse analyses of interviews with 23 young men and women (19 years) in Oslo, Norway, this study sheds light on how the youth reconciled ideals of self-expression and self-determination with perceived parental influence. We demonstrate how their 'autonomous self' is portrayed as 'accountable' and 'malleable', to allow for parent's influence through their subject positions as 'advisor' and 'socialising agent'. These subject positions overlap with discourses of intensive parenting previously described as disciplining the modern parent. We discuss whether youth contribute to the cultivation of 'the intensive parent', and the potential the ideal of autonomy holds for conformity to normalizing powers. [ABSTRACT FROM AUTHOR]

The occurrence of children being coached by their parents in the world of sport is a well-known phenomenon, but one that remains insufficiently researched. It is rather unclear how common this is and there are very different assessments of whether it is more of an advantage or a disadvantage to be trained by one's own parents. In the first study, we assess the frequency of occurrence of parent-coaches as well as the duration of these collaborations and their developmental location in the lives of the offspring. Results from a cross-sport survey and a soccer-specific survey indicate that a notable proportion of performance-oriented male and female senior athletes (19 and 34%, respectively) have been coached by their own parents at some point (χ2 [1, N = 291] = 7.770, p = 0.005, V = 0.163). In the second study, we address the question of the relevance of parent-coaches to athletic achievement. In this regard, the hypothesis that the proportion of male soccer players who were coached by their parents is larger in higher-ranking amateur leagues (38%) than in lower-ranking leagues (28 and 14%) was empirically confirmed (χ2 [2, N = 331] = 11.950, p = 0.003, V = 0.190). Thus, it can be assumed that about one fifth of all performance-oriented senior athletes had been coached by their own parents for some time. Moreover, the fact of having been trained by one's own parents can in principle be regarded as a conducive condition for the athletic development of adolescents. [ABSTRACT FROM AUTHOR]

Parents are big part of the success of the learners especially so when we talk about reading competence. Its involvement would require time and effort as in controlling, motivating, monitoring, and providing. This study aims to determine the extent of parental involvement in the reading competence of the third graders at Sta.Cruz, Bagong Nayon 1 and Peace Village Elementary School in Antipolo City. Interviews, literature reviews as well as survey questionnaires were utilized to gather pertinent data. Weighted mean and t-test were used to treat the gathered data. Results revealed that the extent of parental involvement in controlling, motivating, monitoring, and providing are found to be less involved in the reading competence. There is a significant difference between the extent of parental involvement in the reading competence of the Grade 3 learners. However, there is no significant relationship between the extent of parental involvement in the reading competence of Grade 3 pupils and their academic performance in English. This study concludes that the parental involvement in reading competence whether very highly involved or less involved has no effect on the academic performance of the grade 3 learners. [ABSTRACT FROM AUTHOR]

This study explores the relationship between parental involvement and students' engagement among junior high school students at MSU-MSAT during the First Semester of the Academic Year 2023-2024. It examines the extent of parental involvement across various domains, evaluates the level of students' engagement, and investigates the correlation between parental involvement and students' engagement. The research involves 165 junior high school students from MSU-MSAT in Maigo, Lanao del Norte, utilizing a descriptive research design. Data is collected through a questionnaire and analyzed using frequency and percentage, average-weighted value, and chi-square. The findings reveal that parents are most active in parenting and communication, with less engagement in volunteering and community collaboration. Parental involvement in learning at home and decision-making is sporadic. Conversely, junior high school students demonstrate engagement in behavioral, emotional, and cognitive dimensions. The study concludes that parental involvement significantly impacts students' engagement, with higher levels of parental involvement correlating with increased student engagement. [ABSTRACT FROM AUTHOR]

Objective: To identify geographic, sociodemographic, and clinical factors associated with parental self‐efficacy in a diverse cohort of deaf or hard‐of‐hearing (DHH) children. Study Design: Cross‐sectional study. Setting: Tertiary children's hospital. Methods: Four hundred forty parents of DHH children aged 0 to 17 completed the 25‐item Scale of Parental Involvement and Self‐Efficacy (SPISE) survey from 2014 to 2022. Residential addresses were geocoded and assigned Area Deprivation Index and Social Vulnerability Index rankings, and univariable and multivariable analyses were conducted using sociodemographic and clinical variables, including sex, race/ethnicity, insurance type, survey language, age at the survey, comorbidities, newborn hearing screening results, and hearing loss laterality and severity. Results: Compared to English and Spanish‐speaking parents, Chinese‐speaking parents were associated with overall lower parental self‐efficacy and involvement (regression coefficient = −0.518, [−0.929, −0.106]), Cohen's d = 0.606) and lower scores on items related to their ability to affect multiple aspects of their child's development and expression of thoughts as well as competency in checking and putting on their child's sensory device. Across univariable and multivariable analyses, besides Chinese language, all other sociodemographic, clinical, and geographic variables were not associated with SPISE score. Conclusion: To achieve the best patient outcomes, care teams can use the SPISE to evaluate parental self‐efficacy and provide targeted support to parents at risk for having lower knowledge and confidence scores about critical skills necessary to facilitate their child's auditory access and language development. Notably, this study found similar reports of parental efficacy across various sociodemographic, clinical, and geographic variables but significantly lower SPISE scores in Chinese‐speaking families. [ABSTRACT FROM AUTHOR]

Aim Background Methods Results Conclusion Implications for the Profession and Patient Care Reporting Method Patient and Public Contribution To evaluate the impact of an eHealth educational resource about infant procedural pain management, given during the prenatal period, on feasibility, acceptability, knowledge, self‐efficacy, and involvement.Routine health care requires newborns to have painful procedures (e.g., intramuscular injection). The impacts of untreated pain in neonates are widely recognised but adoption of effective procedural pain management strategies in clinical practice varies. There is clear evidence supporting the effectiveness of parent‐led pain management during procedures (e.g., skin‐to‐skin care) and reputable resources to raise awareness among parents are warranted. Our team co‐created Parenting Pain Away, a website to equip parents with evidence to assist with managing the pain of procedures and empower them to be involved.A quasi‐experimental evaluation using a pre/post intervention design with low‐risk expectant parents.Of the 41 participants, before intervention exposure participants were familiar or had used skin‐to‐skin care (n = 33), breastfeeding (n = 30) and sucrose (n = 13) as pain management. Most participants (n = 38) desired more information on how to be involved. Providing access to Parenting Pain Away during pregnancy was supported and participants ranked the website above average using the System Usability Scale. Parenting Pain Away did not have a statistically significant influence on outcomes. Participants reported variation in clinical support with parent‐led pain management.A multifaceted approach is recommended to maintain infant procedural pain management.Equipping parents with knowledge related to infant pain management using an eHealth approach satisfied their information desires. The study findings are important considerations for perinatal care providers, policy makers, and families to finally achieve adequate procedural pain management.This study used the STROBE checklist, adhering to EQUATOR guidelines.A stakeholder group (expectant parents, parents, perinatal researchers, clinicians, and administrators) was created to inform the study design and intervention. [ABSTRACT FROM AUTHOR]

Involvement of parents is crucial in students' lives. The level of parental participation that a pupil receives at school and/or at home can influence how successful they will be in school. To better understand how parent involvement with children who have intellectual disabilities might improve their academic achievement, this research intended to raise parents' knowledge of it. The study used a correlational research approach, and the findings indicated that parental involvement in their children's learning performance while they are experiencing intellectual obstacles will always offer significant or exceptional relationships. Based on providing learners' improvements in their learning, the parental involvement or participations will supply an instant increase or well-supported advancement in some way. Meanwhile, it was discovered that the most frequent responses from the parents were as follows: parents watch over their children's screen time, playtime, and internet use; they make sure to have time to participate in their children’s school activities; they attend every orientation the school calls for online/modular classes; and they are the kind of parents who place limits on what their children can and cannot do. Most of the parents who responded to the dichotomous questions about the performance of students with intellectual disabilities over the past three years agreed that there had been an improvement or rise in their children's performance. Many parents disagreed with the addition that there had been little to no progress made in their children's academic performance. This research focuses on strengthening the experience of families participating in the education of children with intellectual impairments and addresses the chances for families to engage in their children's learning journey. [ABSTRACT FROM AUTHOR]

This research investigates the complex relationships between university management strategies, student resilience, and their collective impact on student well-being and psychological distress in the setting of higher education. The aim of this study was to thoroughly examine how these factors interact and how their combined impact affects students' psychological distress and overall well-being. Determining the mediating and moderating roles of autonomy, parental involvement, and coping mechanisms in these connections was another goal of the research. A sample of 422 students from various higher education schools was randomly selected to participate using a quantitative approach. An online questionnaire was used to obtain data on latent constructs connected to the variables of interest. For data analysis, SmartPLS 4 software with Structural Equation Modeling (SEM) was used. The study revealed significant relationships between university management strategies, student resilience, coping mechanisms, autonomy, and parental involvement, impacting student well-being and psychological distress. Coping mechanisms and autonomy played mediating roles, elucidating the mechanisms through which these relationships operated. This study contributes to a deeper understanding of the intricate dynamics impacting student well-being and psychological distress in higher education. It enriches the existing literature by shedding light on the mediating role of coping mechanisms, autonomy, and moderating roles of parental involvement in these relationships. [ABSTRACT FROM AUTHOR]

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument. [ABSTRACT FROM AUTHOR]

Scholars widely recognize parental involvement in education as a significant factor in children's academic success, particularly in the domain of reading. This systematic review aimed to examine the role of parental involvement in the implementation of reading programs and its effect on the reading achievement of elementary school learners. Through a comprehensive search of academic databases, relevant studies published in peer-reviewed journals between 2010 and 2023 were identified and analyzed. The review included various forms of parental involvement, such as participation in reading-related activities at home, communication between parents and teachers, and parental engagement in school-based reading initiatives. Findings indicated a positive association between parental involvement in reading programs and children's reading achievement. Specifically, active parental engagement, such as reading with children at home, providing a print-rich environment, and communicating regularly with teachers about their child's progress, was consistently linked with higher levels of reading proficiency among elementary school learners. Moreover, the review highlighted the importance of collaborative efforts between schools and families in designing and implementing reading programs. Programs that actively involved parents in decision-making processes, provided resources and support for parental involvement, and fostered positive relationships between parents and educators were more likely to yield significant improvements in students' reading outcomes. However, challenges related to parental involvement, such as socioeconomic disparities, language barriers, and varying levels of parental education, were also identified. Addressing these challenges required tailored strategies that recognized and accommodated the diverse needs and circumstances of families. In conclusion, this review underscored the crucial role of parental involvement in enhancing the effectiveness of reading programs and promoting reading achievement among elementary school learners. It provided insights for educators, policymakers, and practitioners to develop evidence-based strategies that fostered meaningful partnerships between schools and families to support children's literacy development. The researcher further recommended further research to explore the specific mechanisms through which parental involvement influences reading outcomes and to identify best practices for promoting sustained engagement among diverse populations. [ABSTRACT FROM AUTHOR]

Background: Urban American Indian/Alaska Native (AI/AN) adolescents are vulnerable to sleep and other health‐related disparities due to numerous social drivers, including historical trauma and relocation to urban areas. This study aims to identify strategies to increase protective factors and culturally tailor sleep health interventions for this population. Methods: Using community‐based participatory research, the NAYSHAW study conducted in‐depth interviews with urban AI/AN adolescents aged 12–19 years to understand critical components needed for developing a culturally sensitive sleep health intervention. Data from two qualitative subsamples (N = 46) and parent surveys (N = 110) were analyzed, focusing on factors that affect sleep health behaviors, including parental involvement, technology, and traditional practices. Results: Key findings include the detrimental impact of electronics use at night and protective effects of traditional practices on sleep. Parental involvement in sleep routines varied by adolescent's age. Adolescents desired sleep health education in interactive formats, whereas parents preferred workshops and digital applications for sleep health strategies. Findings suggest that interventions need to address electronics use and should also be culturally tailored to address the unique experiences of urban AI/AN adolescents. Conclusions: Results underscore the importance of utilizing community‐based strategies to develop culturally tailored sleep interventions for underserved populations, specifically urban AI/AN adolescents. Integrating traditional practices with evidence‐based sleep health strategies can provide a holistic approach to improving sleep and overall well‐being. Parental education and involvement will be critical to the success of such interventions. [ABSTRACT FROM AUTHOR]

This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents' academic achievement (b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance. [ABSTRACT FROM AUTHOR]

The optimism hypothesis claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by investigating direct and indirect influences on students' reading achievement, assessing both how often the students speak the language of instruction, Norwegian, at home; and the effect for students of parents' educational levels that affect parents' academic expectations and parents' help with homework. Using PIRLS 2016 data from Norway (n = 4,232, mean age 10.8), path analysis provided evidence that both students' home language and parents' educational level directly influence reading achievement. The mediating roles of parents' academic expectations and parents' help with homework on these relationships fluctuated. Thus, the data provided evidence that only partially supports the optimism hypothesis. [ABSTRACT FROM AUTHOR]

Using a descriptive research method, the study examined parental involvement in the Mother Tongue-Based Multilingual Education (MTB-MLE) Reading Intervention Program for Grade One learners in the Division of Quezon. Data were collected through a questionnaire from 370 participants, treated and analyzed using statistical tools including percentage, mean, Kruskal Wallis H-Test, and Dunn Test. Results showed that most of the respondents were aged 31-40, predominantly female, held regular job positions, were college graduates, earned 15,000 pesos or less, had 3 to 4 family members, and were active members of the Parent-Teacher Association (PTA). Moreover, findings revealed that parents actively participated in the reading intervention program, focusing on teaching their children letter sounds and words for Oral Language Development. It was also evident that the parents participated during the program's implementation and post-implementation stages. Challenges faced by parents included limited instructional materials both at schools and at home. While there were no significant differences in parental involvement assessments based on most demographic profiles, occupation, and educational attainment showed notable distinctions. Recommendations include fostering collaboration with parents for reading skill development, continuous monitoring and evaluation of program implementation, providing training and lectures to enhance parental involvement in homebased reading activities, and enhancing intervention programs, and consultation with parents to ensure their participation. Lastly, further research is recommended using upgraded intervention programs coming from the monitoring and evaluation of the existing program while utilizing different population and location. [ABSTRACT FROM AUTHOR]

The purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (n = 450) in the central region of Turkey. In the research, ‘Teacher Feedback in Homework Scale’, ‘Parental Involvement in Homework Scale’, ‘Peer Support in Homework Scale’ and ‘Homework Engagement Scale’ were used as data collection instruments. For the analyses, Pearson product–moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly. [ABSTRACT FROM AUTHOR]

Parental socioeconomic status (SES) is recognized as a factor affecting adolescent performance in school contexts, although parenting practices may need to be considered to understand its effect. Through the application questionnaires to 810 mothers and their adolescent children (mean age=12.74; standard deviation=0.871) data were collected in 11 cities in Colombia, to analyze in a cross-sectional design the relation between socioeconomic status, parental involvement, and school adjustment in adolescence. Using structural equation models, it is found that parental SES has a smaller direct effect on adolescents’ school adjustment than the indirect effect through parental involvement. Considering the findings, it is possible to state that parental involvement at home statistically mediates the effect of parental socioeconomic status on school adjustment. [ABSTRACT FROM AUTHOR]

Parental involvement may influence the subjective well-being of primary school students, but the specific mechanisms remain unclear. This study explores the mechanisms between parental involvement and primary school students' subjective well-being. The current study investigated 340 fifth and sixth grade students and their parents from a primary school using the Parental Education Involvement Behavior Scale, the Well-Being Scale, the Sense of Security Scale, and the Learning Self-Regulation Scale. We found that (1) sense of security plays a complete mediating role between parental involvement and primary school students' subjective well-being; (2) autonomous motivation has a marginal mediating effect between parental involvement and subjective well-being of primary school students; and (3) sense of security and autonomous motivation play a chain mediating role between parents' educational involvement and primary school students' well-being. In conclusion, parental involvement appears to contribute to primary school children's subjective well-being, and this effect may be mediated individually and sequentially by the children's sense of security and autonomous motivation. [ABSTRACT FROM AUTHOR]

Numerous studies have shown that co-parenting plays an important role in marital and parent-child interactions. However, little is known about the bidirectional associations between positive co-parenting and marital and parent-child factors, as well as the dynamic underlying mechanisms. This study used cross-lagged panel model (CLPM) to explore the bidirectional longitudinal relationship between positive co-parenting, marital satisfaction, and parental involvement among Chinese parents from a positive family multiple systems perspective. A sample of 668 father-mother dyads (father's M age = 36.47, SD age = 5.34; mother's M age = 35.45, SD age = 5.07) completed a series of questionnaires at three time points (approximately spaced 1 year between each time point). The results showed that positive co-parenting positively predicted marital satisfaction and parental involvement and that marital satisfaction positively influenced parents' positive co-parenting, whereas the effect of parental involvement on positive co-parenting was significant among fathers. Additionally, fathers' marital satisfaction can affect their involvement, but this effect is negligible among mothers. Finally, parental marital satisfaction mediated the relationship between positive co-parenting and the next stage of positive co-parenting. This study provided new ideas and interventions to strengthen family cohesion and harmony. [ABSTRACT FROM AUTHOR]

First‐generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are first‐generation students, regarding their parents' involvement in their higher education studies. 15 Druze were interviewed. Using thematic analysis, it was found that parents' support is reflected in a high appreciation of education, due to the absence of opportunities during their own childhood, alongside moral and indirect academic support. The study contributes to understanding the intersection of being part of the Druze minority with being first‐generation students, highlighting these students' ways of overcoming barriers in the context of national and ethnic challenges. [ABSTRACT FROM AUTHOR]

Previous research often leads to inconsistent findings on the relationships between parental involvement and academic achievement. This study theorizes three parenting approaches based on parental expectations, evaluations, and networks—normative parenting, reactive parenting, and competitive parenting—to examine parental involvement and its consequences on academic achievement in the American elementary school context. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2010–11), the results show that compared to normative parenting, competitive parenting is significantly associated with higher levels of parental involvement, while reactive parenting is related to the lowest levels of involvement. Parental involvement does not significantly affect student achievement after controlling for parenting approaches, child, family, and school factors. Interaction analyses suggest that parental involvement may be more effective for reactive parenting. The findings provide theoretical insights into understanding the consequences of parental involvement in examining its relations with educational inequalities. [ABSTRACT FROM AUTHOR]

Parent and therapist engagement and partnership are critical in early intervention physiotherapy and occupational therapy for infants with cerebral palsy to improve outcomes. The main aim of this study was to understand how parents perceive their engagement experience in early intervention over time. Grounded theory methodology was used. Twenty parents of diverse backgrounds participated in 22 interviews (including some repeated longitudinally) to reflect on their engagement experience within the context of early intervention community services provided in the UK NHS. The findings highlight how parents' perspectives of their engagement in EI change according to critical circumstances, including their preceding neonatal trauma, the at-risk CP label, firmer diagnosis of CP and their child's response to intervention. We theorise that this disrupted transition experience to parenthood becomes part of parental framing (or sense-making) of their engagement in EI. Overlapping frames of uncertainty, pursuit and transformation capture and explain nuances in parents' engagement patterns within EI over time. This theorising has implications for early intervention therapists in how they engage in the lives of families and partner with parents to support healthier parental transition, wellbeing and subsequent improved infant outcomes. New insights are provided into how recent advances to prognostic practices for infants with cerebral palsy affect parental perspectives and their engagement experience in early intervention The paper's organising concepts support a clearer understanding for early intervention practitioners of this complex parent experience Early intervention practitioners are encouraged to reflect upon their practice as they engage in families' lives and partner with parents during this challenging period to optimise outcomes [ABSTRACT FROM AUTHOR]

This quantitative research study aimed to examine the role of well-being in students' perceived parental autonomy support and academic achievement. The study collected data through questionnaires to assess students' perceptions in these areas. The findings indicated that both mothers and fathers were perceived to provide relatively low levels of autonomy support with a higher perception of psychological control. Despite students' overall academic success, a substantial proportion reported low levels of well-being. The study showed a significantly positive correlation between the perceived parental autonomy support of mothers and fathers (p = <.001). Additionally, significantly weak positive correlations were found between perceived maternal autonomy support and well-being (p < 0.043), highlighting the crucial role of the mother's involvement in promoting student well-being. However, no significant correlations were found between parental autonomy support and academic achievement for either mothers (p = 0.963) or fathers (p = 0.948), indicating the need for further investigation into the role of maternal support in academic success. Overall, the study highlights the significance of parental autonomy support, well-being, and academic achievement in students' lives. Providing students with resources and support services to improve their well-being is crucial in creating a positive learning environment that fosters engagement, motivation, and goal-setting. A comprehensive and multifaceted approach is recommended to create a supportive and conducive environment for students' overall development and academic success. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. [ABSTRACT FROM AUTHOR]

This study examines the impact of parental involvement on Grade 4 learners' reading performance in Sierra Bullones, Bohol. The research aimed to assess the status of parental involvement and its relationship with learners' reading abilities, based on data from 113 parent-child pairs. Key findings include a significant positive correlation between the extent of parental involvement and learners' reading performance. The study reveals that most respondents are female, aged 31-40 years, and have diverse educational backgrounds, primarily high school graduates. Parental involvement is characterized by active participation in reading activities and communication with teachers, highlighting their dedication to supporting their children's reading development. Effective communication between schools and parents emerges as crucial for enhancing learners' reading skills, emphasizing the need for consistent updates and guidance from educational institutions. The Philippine Informal Reading Inventory (Phil IRI) results indicate that learners perform at an instructional reading level, underscoring the importance of tailored instruction to improve reading proficiency. Recommendations include developing a Parental Involvement Guide to equip parents with effective strategies for supporting reading skills, fostering regular communication between parents and teachers, and organizing workshops to enhance parental involvement. This study contributes valuable insights into enhancing educational practices through effective parental engagement, aiming to improve Grade 4 learners' reading proficiency in similar educational contexts. [ABSTRACT FROM AUTHOR]

The focus of this study was the involvement of parents in the home learning of their children during the modular learning modality. It aimed to describe the experiences, challenges, and coping strategies of parents on their involvement in the home learning of their children during the modular learning modality. The participants of the study were selected (six) 6 parents from the six central schools in the City of Koronadal. They were chosen based on the inclusion criteria: Grade 2 parents whose children received high honors recognition; must be recommended by the adviser and recognized as an active parent. This used a descriptive qualitative research design. Key Informant Interview was utilized in the gathering of data. Parental involvement is important in the learning process of the children. Whatever is the learning modality they have be it face-to-face classes, online classes, and or modular approach, parents should have an involvement in the learning of the children for them to be well guided, wellmotivated and well-inspired to learn effectively and efficiently that would cause them to become academically achievers. Their involvement in the home learning of their children is of three aspects, such as: roles, support, and strategies. It is about their involvement in teaching, guiding, motivating the children in learning, and answering the lessons in the modules. In order to guarantee students' learning progress while learning at home, parents must provide a high level of support as learning facilitators. The study is of big help for those parents and guardians who may be going to teach, guide and assist their children in answering their worksheets, performing the tasks in the modules during modular learning modality. Parents served as the ones who get the modules in school; they were second teachers of the learners; they were the motivators for the learners to do all the tasks in the modules; and they were the providers of the additional needed learning materials of the learners. and by doing all those roles and applying strategies in teaching their children, their children still learned during the modular distance learning and had become academic achievers. Schools could encourage the parents involve themselves actively in the home learning of their children even after modular distance learning. They may adapt the strategies of the parent-participants in the study to the teaching of children at home. [ABSTRACT FROM AUTHOR]

This study investigates the impact of parental involvement on the education outcomes of their children, specifically focusing on the completion of high school. It extends the existing literature by considering the characteristics of both children and parents, and by examining non-school-related parental involvement in a child's everyday life. The analysis utilizes a publicly available database, the National Longitudinal Survey of Youth 1997, with a sample of American respondents born between 1983 and 1984 who lived with both birth parents during their early teenage years. The study employs simple logistic regression and subclassification on propensity score to estimate causal treatment effects. The results indicate that higher parental involvement is associated with an increased probability of high school graduation, while stricter parental behaviour is found to decrease the expected likelihood of completing high school. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants' family literacy practices within the specific domains of education, family, and community in the United States. The findings also show that the participants had multiple identity positions as cultural experts and parents who provided educational resources for their children. The study has implications for parental involvement in urban schools and for educators practicing in K-12 and adult ESL. [ABSTRACT FROM AUTHOR]

This study examines the involvement of the Sea-Gypsies tribe in their children’s English education and the factors influencing their participation. The research is guided by two questions: "To what extent are the Sea-Gypsies involved in their children’s English education?" and "What motivates or discourages parents from participating in their children’s English education?" Employing a qualitative microethnographic design, the study was conducted in the Samabahari Village, Wakatobi Regency, a rural and underdeveloped area in Indonesia. The study involved 45 participants, including 20 students, 24 parents, and one English teacher. Data collection methods included in-depth interviews, observations, documents, and visual materials. The data analysis process encompassed familiarization with the data, creating initial codes, collating codes, grouping codes into themes, reviewing and revising themes, and narrating the findings. The results indicate that most parents support their children’s English learning. This support is rooted in three main beliefs: (1) English proficiency will facilitate their children’s pursuit of higher education; (2) speaking English will enhance their children’s job prospects; and (3) the ability to communicate with foreigners is advantageous.

This research examines the influence of parental involvement tactics on students' mathematics homework completion rates, aimed at pinpointing crucial factors and evaluating the efficacy of such strategies. Utilizing a qualitative-quantitative approach, including with students, parents, and teachers, the study identifies distractions, workload, family obligations, and insufficient teacher support as significant barriers to mathematics homework completion. Time management, comprehension, and fatigue also play minor roles. The findings indicate that targeted parental involvement strategies can significantly enhance completion rates, with effective methods including accessible support, designated study spaces, breaking down assignments, fostering student autonomy, and leveraging technology. Additionally, parental involvement fosters stronger parent-child relationships, boosts student confidence, and promotes a positive attitude toward mathematics. To create a conducive learning environment, schools, teachers, and parents should collaborate, implementing recommendations such as creating quiet areas, promoting digital detox initiatives, managing workload, offering targeted support, establishing study environments, and setting clear expectations for mathematics practice.

Extensively researched in the realm of education, the involvement of parents in their offspring’s academic performance has been the subject of increased attention. This article aims to examine the impact of parental contribution on their children’s scholastic accomplishments, concentrating on the statistical correlation between the two.

This study aimed to provide reflections on the leadership experiences of school principals on leading and managing in the deprived context of the Amathole East Education District. The study thus employed a qualitative research approach coupled with an in-depth exploratory examination of the reflections of five principals in their leadership roles. The findings indicated that school principals encountered a lack of support from the government, a lack of funding and infrastructure, a lack of parental involvement, and many socio-economic issues. The study recommended that schools should be provided with additional resources and funding, community partners, and mentorship, and should design activities that engage parents and the wider community in the education process. This study contributes to scholarship by deepening understanding of the complexities of leading and managing in deprived educational contexts by offering actionable recommendations for enhancing educational equity and quality in such settings. It serves as a valuable resource for policymakers, educators, and researchers seeking to address the persistent challenges faced by schools serving disadvantaged communities.

This study aims to identify the characteristics, parental involvement, school service quality, and parent satisfaction of public elementary school students and analyze the influence of parental involvement and school service quality on parent satisfaction of public elementary school students. This research used a quantitative approach with a survey method, using cluster random sampling, and a questionnaire was distributed to 119 parents whose children are at the elementary school level in Bekasi City. The data was collected and then processed with descriptive tests and impact tests using SPSS and SmartPLS. The results showed that parental involvement did not have a direct impact on parent satisfaction, but it was moderated by school service quality. School service quality perception had a direct and significant impact on parent satisfaction. Parents need to be more aware of the role they play in their children's education and make an effort to be involved in children's learning process. For schools, it is necessary to periodically evaluate the quality of school services because it greatly influences parental satisfaction.

This qualitative interpretative study aimed to investigate parents' and teachers' understanding of parental involvement and its implications for improving relations between schools and parents. The study employed the theoretical framework of Community Cultural Wealth, which emphasises the importance of listening to and including multiple educational stakeholders in order to leverage their expertise. This framework helped us analyse the existing literature on parental involvement and the responses we received from participants. For data collection, we conducted individual interviews with three parents and three teachers who were purposefully selected from three different schools in the Mangaung Metropolitan Municipality, Free State, South Africa. We prompted participants to articulate their understanding of parental involvement using an open-ended question. Through thematic analysis, we found that both teachers and parents perceive parental involvement as encompassing communication, parenting, participation in extracurricular activities, and assistance with learning activities. Based on our findings, we recommend that schools and parents engage in ongoing discussions to (re)negotiate and (re)formalise their understanding of parental involvement to enhance collaboration and efficiency between schools, teachers, learners, and parents.

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts. [ABSTRACT FROM AUTHOR]

Introduction: Globally, from the age of 14, the dropout rate of young athletes is high in all sports games in Hungary. The reasons for dropping out are complex, however parental support is critical to succeed or continue, especially after failure or injury. The present study explored the main effects of sports injury and sport participation stage on parental involvement in sports. Methods: 1,174 parents and 690 athletes completed our questionnaire, which contains questions on young players’ sport participation, injury background and Parental Involvement in Sport Questionnaire. Results: Parents’ self-perceived level of involvement differed from the parental involvement perceived by their children. The significant predictors were the person who completed, the parent/athlete, the athlete’s previous sports injury and the child’s current stage of sport participation. In Directive Behavior, the main effect of stages is only seen in parents whose child has been injured. In the sample of injured athletes, the rate of perceived parental Praise and Understanding tends to be lower in the specializing stage. Discussion: Our findings suggest that these two behaviors could be part of the same parenting style, which requires further investigation. The results expand the existing knowledge of the complexity of parents’ involvement in children’s sports careers. These findings have implications beyond parental psychoeducation impacting the work of coaches, sports physicians and rehabilitation experts. [ABSTRACT FROM AUTHOR]

Despite acknowledging the importance of parental factors and children’s reading motivation in early childhood reading development, the scholarly focus has been primarily on traditional variable-centered approaches and has neglected their heterogeneity. This longitudinal study tracked 317 Hong Kong L2 Chinese first-graders and their parents, using a person-centered approach to analyze parental involvement patterns in children’s L2 reading. It also explored how these patterns influence the relationships between children’s motivation and their L2 reading performance. Latent profile analysis results revealed three distinct groups of L2 Chinese parents’ reading involvement with their children: ambivalent, balanced, and enthusiastic parents. Wald chi-square analysis showed that students with enthusiastic parents exhibited the strongest reading motivation, compared with the other two groups. Mixture regression results indicated that reading motivation had a significantly stronger impact on the reading performance of students with parents in the balanced parents’ group than it did on the performance of students with parents in the enthusiastic parents’ group, whereas no such predictive relationship existed with the ambivalent parents’ group. This study highlights the significance of parental involvement in children’s reading and elucidates the complex relationship between motivation and reading performance. [ABSTRACT FROM AUTHOR]

Several studies have examined the positive impact of inclusive, heterogeneous learning environments and parental involvement on student achievement. However, for children with special educational needs, exclusionary processes due to labelling and insufficient support for parental involvement often remain unresolved. Considering this, our research seeks to present the perspective of teachers on the involvement of parents raising children with special educational needs. To explore this, we conducted semi-structured, in-person interviews with practicing teachers who have extensive experience in teaching children with special education needs (SEN), as well as maintaining contact with their students’ parents. Data collection was carried out within the framework of the MTA-DE-Parent-Teacher Cooperation Research Group. The 21 interviews were subjected to text analysis applying constructivist grounded theory (CGT). Our main results show that family involvement is influenced by individual, organisational, and social factors, with teachers’ integration approach playing a crucial role. Our results could be useful in deepening the understanding of the relationship between schools and parents of children with special educational needs and in preparing and supporting teachers accordingly. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 (N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The family-centered care framework of Early Intervention (EI) has shifted the focus toward caregiver engagement, but the underlying processes that build this are unknown. The aims of this study were 1) to describe the process of caregiver engagement in therapy and (2) to identify factors perceived to influence caregiver buy-in, confidence, and engagement in EI. METHODS: This preliminary descriptive study utilized quantitative questionnaires and qualitative semi-structured interviews of EI participants (23 caregivers and four physical therapists). Interviews were transcribed and theme coded until saturation was achieved and a concept map was developed. RESULTS: All caregivers believed that their children benefited from EI, that they were empowered and confident in caring for their children, and their quality of life improved based on the quantitative data. The qualitative data revealed that building a rapport and therapeutic relationship is the foundation to developing buy-in. Reciprocal communication is critical to the relationship and the buy-in. Caregiver knowledge and awareness of progress foster caregiver buy-in and confidence once the relationship is established. CONCLUSION: Improved understanding of the factors influencing the development of buy-in will provide a framework for the clinician to enhance caregiver buy-in. Enhanced buy-in may promote parental engagement and improved outcomes for the child and family. [ABSTRACT FROM AUTHOR]

Truancy is detrimental to children's educational progress. Parents, being the first authority at home, share an equal responsibility with schools to thwart it. Unlike developed countries, many nations, e.g. India, have no legal actions or policies for truancy. A considerable gap in identifying any specific form of involvement from the parents undermines truancy control. In order to fulfil the research gap, authors conducted a scoping review and found 17 interrelating articles. Indicators from reviews were used to collect responses by interviewing 91 respondents, and overall results are presented. The PCC tool, PRISMA-ScR flowchart and SPSS V.20 aided in analysing the data. The findings indicated that volunteering and communication are adequate indicators of truancy control. Both indicators can significantly impact truancy prevention programmes, but the associated challenges in the study area require constant monitoring. [ABSTRACT FROM AUTHOR]

This study aimed to investigate how migrant students' group permeability and parental involvement affect the relationship between perceived personal discrimination and social integration. A total of 755 migrant students at three schools in mainland China were investigated in the study. The results indicated that perceived personal discrimination negatively predicted migrant students' group permeability, whereas group permeability had a positive effect on social integration. Group permeability partially mediated the relationship between perceived personal discrimination and social integration. In addition, parental involvement played a significant moderating role between perceived personal discrimination and group permeability and mitigated the negative effect of perceived personal discrimination on group permeability. These findings suggest that we could reduce migrant students' perceived personal discrimination by improving their group permeability and parental involvement, thereby increasing their social integration. [ABSTRACT FROM AUTHOR]

Research on parental involvement is broad and specifies diverse kinds of parental practices that have specific associations with children's learning outcomes. However, the involvement of parents in education, the dynamics of parent–child interactions and the actions and practices they employ and their impact on student's motivation and achievement are intricate processes characterised by numerous intervening variables that require further clarification. In this study, we aimed to examine the association between parental beliefs and involvement and their children's motivation and mathematics achievement. Data were collected from 8071 third- and fourth-graders from six European countries and their parents. Students fulfilled the Expectancy-Value Scale, self-reporting on motivational aspects towards mathematics and performed two math tests to assess their performance. Parents also reported on their math attitudes, mindsets and involvement practices with their children. Data analysis was performed using structural equation modelling. Several theoretically meaningful associations were found in the tested model, showing the detrimental impacts of a fixed mindset on parents' practices. Furthermore, we found significant relationships between parents' attitudes towards mathematics, their practices and students' perceptions of math-related values and cost. Finally, associations between parental practices, the child's outcomes and the association between children's mathematics motivation and achievement were also observed. Some implications are presented, particularly concerning interventions with parents. [ABSTRACT FROM AUTHOR]

In the wake of the global shift to home-based learning during the COVID-19 pandemic, the significance of parental involvement (PI) in public education became increasingly evident. This study investigates PI in the Philippines, a developing country that experienced the longest period of school closure. Employing an ecological perspective on PI, this research analyzes responses from parents nationwide, as captured in a survey conducted by the Movement for Safe, Equitable, Quality, and Relevant Education at the end of 2020. The findings underscore the impact of the country's disadvantaged PI at the exosystem and macrosystem levels and the fragility of family-school connections at the mesosystem level. Despite the lack of adequate preparation and resources, parents strained to make do with whatever they had. While acknowledging the myriad difficulties, Filipino parents expressed confidence and hope that their children would make it. Notably, no widespread school dropouts were reported throughout the period of the pandemic. This study supports the relevance of employing an ecological framework for understanding PI in a developing country where the primary emphasis is ensuring fundamental access to education rather than solely narrowing the achievement gap (PI framework for developed countries). This article recommends the development of appropriate policies and programs that build on the Filipino hopeful kind of PI and strengthen collective effort at the mesolevel. Additionally, it emphasizes the need to integrate PI topics into teacher education curricula, recognizing parents' potential to fill gaps in the absence of strong government support and limited resources. [ABSTRACT FROM AUTHOR]