A major source of influence on the quality of educational experiences for children and adolescents is their parents. Research has shown extensively that children and adolescents tend to do better at school and are more likely to experience other non-academic positive outcomes when their parents are highly engaged with their education. However, the current literature is abundant with constructs, frameworks, and measures - many apparently similar - that attempt to capture this phenomenon, resulting in conceptual haziness and lack of clear mapping between constructs and operationalizations. To clarify this issue, an essential step is to conduct a literature review aimed at identifying and describing existing measures, and to build an understanding of how they overlap and diverge. The scoping review presented in this protocol will consider published and unpublished literature from the last 20 years that includes, reviews, or tests the psychometric properties of questionnaires that broadly capture parent engagement with children’s education. We will perform online searches of the PubMed, Web of Science and ERIC databases and select studies using a multi-step, multi-reviewer procedure. The review will be guided by the Joana Briggs Institute Manual for Evidence Synthesis and PRISMA guidelines. Through data charting, the scoping review will result in a summary of identified measures along with their associated constructs and theoretical frameworks, and a narrative analysis of their psychometric adequacy.
Inman et al. (Thu,) studied this question.