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Research reveals that parental involvement influences academic performance, highlighting interdependence across social class.
Research on school involvement has focused on the effects of parental support pracƟces on children's academic performance. These studies oŌen operaƟonalize family behaviors as independent variables, seeking their staƟsƟcal correlaƟon with children's academic success, considered a dependent variable. We argue that this approach overlooks crucial dynamics of interdependence and process. The behaviors of parents and children mutually shape each other in a relaƟonship mediated by past interacƟons, which, in turn, influence future ones. Based on our own research, we offer alternaƟve explanaƟons for several well-established findings in the literature on this topic, parƟcularly regarding social class differences in parental involvement.
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Carlos Alonso Carmona (2025) studied this question.
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