The main goal of this study is to synthesize the results of past meta-analyses including studies published over the past 50 years examining the relation between parental involvement and student academic achievement for school-age children (grades K-12) in naturally occurring and intervention studies. Based on a total of 23 meta-analyses examining the relation between parental involvement and achievement encompassing 1,177 primary studies, we conclude that there is a positive association between parental involvement and achievement. The random effects’ mean effect size was 0.18 for observational studies and 0.16 for intervention studies. We note that both naturally occurring and intervention PI studies found null effects for homework involvement. As for type of involvement, our results were consistent with Wilder (2014), pointing to the strongest effect for parent expectations and aspirations and mixed results for homework help.

本研究的主要目的是综合过去荟萃分析的结果，包括过去 50 年来发表的研究，研究父母参与与学龄儿童（K-12 年级）在自然发生和干预研究。基于包含 1,177 项初步研究的 23 项元分析，检查父母参与与成就之间的关系，我们得出结论，父母参与与成就之间存在正相关关系。观察性研究的随机效应平均效应大小为 0.18，干预研究的平均效应大小为 0.16。我们注意到，自然发生和干预 PI 研究均发现对家庭作业参与无效。至于参与类型，我们的结果与 Wilder (2014) 一致，指出对父母期望和愿望的影响最大，而家庭作业帮助的结果则参差不齐。