“Won’t be enough to invite parents to school events”: Results of a systematic literature review of parental volunteering

Zsófia Kocsis; Valéria Markos; Elek Fazekas; Zsuzsanna Hajnalka Fényes; Gabriella Pusztai

doi:10.6092/issn.1970-2221/20185

Autori

Zsófia Kocsis University of Debrecen, MTA-DE-Parent-Teachers Cooperation Research Group

Zsófia Kocsis is an assistant lecturer at the Institute of Education and Cultural Sciences at the University of Debrecen, an active member of the CHERD-Hungary, and a research coordinator of MTA-DE-Parent-Teacher Cooperation Research Group. Her research is focus on student employment, furthermore the effect of student work for academic performance. She is focusing on the relationship between school and family concerning children and their parent’s volunteer work. She examines how the relationship with their parents affects work orientation and a work ethic. She won three times a recipient of the New National Excellence Program Scholarship. She won Szent-Györgyi Young Investigator Award. Recent publications: “The role of student employment in persistence and efficiency in STEM higher education” (International Journal of Education in Mathematics Science and Technology 2022), “Combining and Balancing Work and Study on the Eastern Border of Europe” (Social Sciences 2019).
Valéria Markos University of Debrecen, MTA-DE-Parent-Teachers Cooperation Research Group

Valéria Markosis a lecturer at the Doctoral Program in Education and Cultural Sciences of the Doctoral School of Human Sciences at the University of Debrecen, and the editor of the Book Review section of HERJ, and an active member of the CHERD-Hungary. The focus of her research is the investigation of voluntary work and civic activity of higher education students. Among recent releases written in English: “The effect of school community service on volunteering and its motives” (Education Citizenship and Social Justice 2022) and “The effect of volunteering and voluntary group membership on student’s persistence. (HELIYON 2021).
Elek Fazekas University of Debrecen, MTA-DE-Parent-Teachers Cooperation Research Group

Elek Fazekas is an assistant lecturer at the Gáspár Károli University of the Reformed Church of Hungary and Phd student in the Institute of Education and Cultural Sciences at the University of Debrecen, an active member of the CHERD-Hungary research group.
Zsuzsanna Hajnalka Fényes University of Debrecen, MTA-DE-Parent-Teachers Cooperation Research Group

Zsuzsanna Hajnalka Fényes is an associate professor in University of Debrecen at the Department of Sociology and Social Policy. She is a lecturer and supervisor in the Doctoral School of Human Sciences (University of Debrecen) in Doctoral Program of Education and Cultural Sciences. She graduated as economist-sociologist in 1991 at Budapest, had her PhD degree in Sociology in 2001, and made her habilitation in Education science in 2010. Her research fields: 1. the social mobility of HE students; 2. differences between males and females in the education system; 3. volunteering and paid work of students; 4. applications of human capital theory; 5. quantitative research methodology (regression analysis, multilevel models).
Gabriella Pusztai University of Debrecen, MTA-DE-Parent-Teachers Cooperation Research Group

Gabriella Pusztai is the professor of sociology of education at the Institute of Educational and Cultural Studies at the University of Debrecen, the director of CHERD-Hungary, and the leader of the Doctoral School on Human Sciences in Debrecen. She is the leader of MTA-DE-Parent-Teacher Cooperation Research Group. Her main research interests relate to the representation of cultural and religious groups in education. She is a member of the editorial board of Religion and Society in Central and Eastern Europe, and the chief editor of Central European Journal of Education Research. One of her books was published in HERP series of Peter Lang (Pathways to success in higher education, 2015). Recent publications: Sociology of education: Theories, communities, contexts (book, 2022), “How Can Social Capital Become a Facilitator of Inclusion?" (Education Sciences 2023).

DOI:

https://doi.org/10.6092/issn.1970-2221/20185

Parole chiave:

coinvolgimento dei genitori, volontariato dei genitori a scuola, programma di volontariato dei genitori, istruzione

Abstract

Il coinvolgimento dei genitori è diventato un tema centrale negli studi sull’istruzione negli ultimi dieci anni, poiché la ricerca ha rivelato l’impatto positivo della partecipazione familiare sui risultati accademici dei bambini. Sebbene il volontariato dei genitori a scuola possa rappresentare una forma essenziale di coinvolgimento dei genitori, non esiste una conoscenza basata sull’evidenza riguardo al suo impatto, e non è stata ancora pubblicata una revisione sistematica sull’argomento. Questo articolo analizza la letteratura sulla relazione tra volontariato dei genitori e coinvolgimento familiari esaminando 29 studi pubblicati tra il 2004 e il 2021. Gli studi applicano una vasta gamma di metodologie di ricerca e definiscono il volontariato dei genitori sia come un mezzo efficace per promuovere il coinvolgimento dei genitori, sia come un risultato di interventi e programmi di tutoraggio. I risultati suggeriscono che le iniziative per coinvolgere i genitori tendono a diminuire con l’aumentare del livello di istruzione.

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“Non basta invitare i genitori agli eventi scolastici”: Risultati di una revisione sistematica della letteratura sul volontariato dei genitori

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