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