Arete Volume 3 No 2 PDF of Arete

Αρετή (Arete) Journal of Excellence in Global Leadership | Vol. 3 No. 2 | 2025

prepared for dealing with such an event. Additionally, having an overview of the impact of Taiwanese parental involvement also could provide insights and logistical support of such an event to a more global audience. Literature Review The purpose of this study was to gather the perspectives of middle and high school teachers at a private, faith-based school in Tainan, Taiwan on how the COVID-19 pandemic impacted parental involvement of students' online learning from home. Defining Parental Involvement While parental involvement has been widely studied by educational and social science researchers (Fan & Chen, 2001; Sujarwo & Herwin, 2023), there is a lack of consensus concerning a universally agreed upon definition of the term (Fan & Chen, 2001; Jeynes, 2007). One of the more widely adopted definitions is that of Hill and Tyson (2009) which involves three dimensions of parental involvement including home-based involvement, school-based involvement, and academic socialization. Those researchers state that home-based involvement consists of communication between parents and their children; school-based involvement is the communication between parents and their children’s teachers; academic socialization involves parents’ aspirations for their children’s education. While most Taiwanese parents have high aspirations for their children’s education, (based on this researcher’s prof essional observations as a teacher and native of Taiwan), Hill and Tyson’s third dimension— academic socialization — is beyond the scope of this study. Jeynes (2007) defined parental involvement as “parental participation in the educational processes and experiences of their children” (p. 89). Expanding upon Jeynes’ definition, and as a working definition for this study and its specific population, parental inv olvement is defined as Taiwanese parents’ participation in the home -based educational activities and experiences of their middle and high school children to assist with (and possibly raise) their children’s academic achievements during the time the stay-at-home orders were in place (2020 and later) in Tainan. Overview of the Impact of Parental Involvement Parental involvement pertaining to students' academic success is a widely studied topic across various fields, including education, psychology, and sociology. Research on this subject spans several decades and covers numerous aspects, such as the impact of parental involvement on student academic achievement (Sujarwo & Herwin, 2023), motivation (Barger, et al., 2019), self-esteem (Luo, et al, 2022) and overall academic development. What follows are some key findings from the body of research on parental involvement. Positive Correlation with Academic Achievement Numerous studies including the meta-analyses by Hill and Tyson (2009), Jeynes (2007), and Sujarwo and Herwin (2023), have shown that students whose parents are involved in their education tend to perform better academically. Parental involvement has been linked to higher grades and test scores. Consistent engagement with homework, school activities, and communication with teachers correlates with better student performance. Additionally, active parental involvement also has been linked to improved classroom behavior in face-to-face learning environments, improved

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