Parents’ Conceptual Involvement in Their Children’s Education: An Assessment-Oriented View

  • Reza Pishghadam Ferdowsi University of Mashhad
  • Shaghayegh Shayesteh Sadafian Ferdowsi University of Mashhad
Keywords: Assessment, Parent involvement, Degree, Gender, Major,

Abstract

Parents’ underlying beliefs concerning pedagogical issues may be an indispensable key to understanding the diverse activities that parents engage in with their children. Assessment, as a multifunctional educational mechanism, has long engaged the minds of not only teachers and students but also their parents. Thus, this study sought to delve into parents’ conceptions of their children’s assessment with respect to external variables including gender, major, and degree. In doing so, Parents’ Conceptions of Assessment (PCoA) was administered to a subset of 180 parents. The construct validity of the inventory was substantiated via Structural Equation Modeling (SEM). Analyzing the data, it was found that ‘Improvement’ was the parents’ dominant view toward assessment. Moreover, running MANOVA, parents’ educational degree played a significant role in the assessment-related conceptions of ‘Relevance’ and ‘Affect’. The results are discussed and implications are provided in the context of education.

 

Les croyances des parents relatives à certains enjeux pédagogiques pourraient s’avérer être des indications indispensables pour comprendre les activités diverses qu’ils entreprennent avec leurs enfants. L’évaluation, ce mécanisme pédagogique multifonctionnel, préoccupe depuis longtemps non seulement les enseignants et les étudiants mais également les parents. Nous nous sommes donc penchés sur les conceptions qu’ont les parents de l’évaluation de leurs enfants par rapport à des variables externes, y compris le sexe, le domaine de spécialisation et le diplôme. Un échantillon de 180 parents ont passé un questionnaire sur leur conceptions de l’évaluation. La validité conceptuelle du répertoire a été appuyée par la modélisation par équation structurelle. L’analyse des données a révélé que le concept de « l’amélioration » résumait le point de vue dominant des parents quant à l’évaluation. De plus, selon une analyse multivariée de variance, la scolarisation des parents a joué un rôle important dans leurs conceptions d’éléments liés à l’évaluation, notamment la « pertinence» et « l’influence ». Nous discutons des résultats et évoquons des incidences pour le domaine de l’éducation.

 

Author Biographies

Reza Pishghadam, Ferdowsi University of Mashhad

Reza Pishghadam has a Ph.D. in Teaching English as a Foreign Language (TEFL) from Allameh Tabataba`I University in Tehran. He is currently on the English faculty of Ferdowsi University of Mashhad, Iran. He is now associate professor of TEFL, who teaches first language theories, socio- psychological aspects of language education, and applied linguistics. Over the last five years, he has published more than 100 articles and books in different domains of English language education and has participated in more than 20 national and international conferences. Currently, he serves on 9 editorial boards for national and international journals. In 2007, he was selected to become a member of the National Association of Elites of Iran. In 2010, he was classified as the top researcher in humanities by the Ministry of Sciences, Research, and Technology of Iran. His current research interests are: Psychology and Sociology of language education, Cultural studies, Syllabus design, and Language testing. Email: pishghadam@um.ac.ir

Shaghayegh Shayesteh Sadafian, Ferdowsi University of Mashhad

Shaghayegh Shayesteh Sadafian has an MA in TEFL from Ferdowsi University of Mashhad, Iran. She has published a few articles in national and international journals. Her current research interests are psychology and sociology of language education.

Published
2014-10-30
Section
ARTICLES