Publication Date

9-3-2013

Summary

Research in developed countries suggests that parental involvement is associated with youth academic success, but little is known about this relationship in developing countries. Further, it is unclear which type of parental involvement may impact the academic performance of youth from developing countries. This study examines whether (a) parental involvement at home and in school are meaningfully different constructs in a population of Ghanaian youth and their parents and (b) parental involvement predicts academic performance. Results suggest that parental involvement is a bidimensional construct consists of home and school involvement. The effect of parental involvement on youth academic performance appears to be a function of the type of involvement. Home-based parental involvement is associated positively with academic performance, while school-based parental involvement has a negative association. Parents can model positive attitudes and behaviors toward school and convey the importance of school.

Document Type

Working Paper

Category

Financial Inclusion

Subarea

Global Asset Building

Notes

Subsequent publication: Chowa, G., Masa, R., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationship using structural equation modeling. Children & Youth Services Review, 35(12), 2020–2030. doi:10.1016/j.childyouth.2013.09.009

Original Citation

Chowa, G. A. N., Masa, R. D., & Tucker, J. (2013). Parental involvement’s effects on academic performance: Evidence from the YouthSave Ghana Experiment (CSD Working Paper No. 13-15). St. Louis, MO: Washington University, Center for Social Development.

DOI:

https://doi.org/10.7936/K7862FZG

Project

YouthSave

Keywords

Africa, asset ownership, bank accounts, child savings, educational expectations, educational outcomes, international, Ghana, saving, savings, savings outcomes, savings performance, youth savings, youth, YouthSave

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