Y. XANTHACOU ET AL.
Copyright © 2013 SciRes. 123
The examination of the correlations between the dimensions
of Parental Involvement Scale with the factors of State-Trait
Anxiety Scale and the positive, negative and general self-es-
teem showed the existence of statistically significant correla-
tions. Specifically, the results showed that the pressure from
their parents to the study the lessons contributed to the increase
of the state-anxiety felt by children, but simultaneously to the
increase of the negative self-esteem and the restriction of the
student’s general self-esteem, a fact which shows that the
child’s feeling of pressure from their parents to prepare and
study the lessons contributes to the emergence of negative emo-
tions, but also to the creation of a negative self-esteem on the
child’s ability to successfully meet the demands of the school.
The same effect, although to a lesser extent, has the feeling
of parent’s control to their child, which seems to reduce the
feeling of general esteem the student has towards them and
their general abilities. The Causal Performance Scale with the
State-Trait Anxiety Scale and the Self-Esteem Scale did not
show significant correlations, except for the fact that the high
intelligence of the child was combined with lower negative
self-esteem on his part.
The same effect, although to a lesser extent, has the feeling
of parent’s control to their child, which seems to reduce the
feeling of general esteem the student has towards them and
their general abilities. The Causal Performance Scale with the
State-Trait Anxiety Scale and the Self-Esteem Scale did not
show significant correlations, except for the fact that the high
intelligence of the child was combined with lower negative
self-esteem. The possibility of positive correlation between
parental involvement and school success, positive self-esteem,
personal development, high expectations and decreased state-
anxiety is expected to improve the effectiveness and efficiency
of the Greek Educational System and will conduce to its quali-
tative upgrading.
This research will also contribute to the understanding and
interpretation of the problems and dysfunctions that the Greek
Education faces in relation to childrens’ learning and interper-
sonal relationships, that will help to their successfully coping
and enhancement of the teachers’ and parents’ work.
The results of the present research indicate that the organiza-
tion of common meetings and seminars, programs of inclusive
education, where both teachers and parents will be able to at-
tend at the same time, is a major step towards a meaningful
contact and exchange of views between them. Moreover, the
willingness that the parents show to get systematically involved
in their childrens’ learning and development, could lead to the
groundbreaking proposal of an individual “Parents’ Curricu-
lum”, which will direct and facilitate parents’ work at home.
Thus, parental involvement and communication between par-
ents and teachers will upgrade the cognitive, social and emo-
tional environment of the children in Greek school.
REFERENCES
Albright, M. I., & Weissberg, R. P. (2010). School-family partnerships
to promote social and emotional learning. In S. L. Christenson, & A.
L. Reschly (Eds.), Handbook of school-family partnerships for pro-
moting student competence(pp. 246-265). New York: Routledge.
Babalis, Th. (2005). The socialization of child in the classroom. Help-
ing with their school adjustment (in Greek language). Athens: El-
linika Grammata.
Babalis Th., & Katsaouni K. (2011). Family-school relations. Parents’
role. Matters of Educational Planning, 4, 148-166.
Berger, E., (2004). Parents as partners in education. Families and
schools workin g togeth e r (6th ed.). Upper Saddle River, NJ: Pearson
Merrill Prentice Hall.
Bronfenbrenner, U. (1979). The ecology of human development: Ex-
periments by nature and design. Cambridge, MA: Harvard Univer-
sity Press.
Christenson, S., & Sheridan, S. (2001). Schools and families—Creat-
ing essential connections for learning. New York: The Guilford
Press.
Epstein, J. (1995). School, family, community partnerships: Caring for
the children we share. Phi Delta Kappan, 92, 701-712.
Epstein, J. (2001). School, family, and community partnerships: Pre-
paring educators and improving schools. Boulder, CO: Westview
Press.
Epstein, J., Coates, L. et al. (1997). School, family and community
partnerships. San Francisco, CA: Corwin Press.
Epstein, J., Sanders, M. et al. (2002). School, family, and community
partnerships—Your handbook for action (2nd ed.). Thousand Oaks,
CA: Corwin Press, INC.
Fan, X. (2001). Parental involvement and student’s academic achieve-
ment: A growth modeling analysis. Journal of Educational Research,
80, 330-337.
Georgiou, S. (2000a). School-family relationship and child’s develop-
ment (in Greek language). Athens: Ellinika Grammata.
Georgiou, S. (2000b). The causal effect of the performance from par-
ents, parental involvement and child’s performance (in Greek lan-
guage). Psychology, 7, 191-206.
Hoover-Dempsey, K., & Sandler, H. (1997). Why do parents become
involved in their children’s education? Review of Educational Re-
search, 67, 3-42.
Hoover-Dempsey, K., Walker, J. et al. (2005). Why do parents become
involved? Research findings and implications. Elementary School
Journal, 106, 105-130. doi:10.1086/499194
Johnson, D. W., & Johnson, R. (1983). Social interdependence and
perceived academic and personal support in the classroom. Journal
of Social Psychology, 120, 77-82.
doi:10.1080/00224545.1983.9712012
Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S.
(1985). The effect of prolonged implementation of cooperative
learning on social support within the classroom. Journal of Psychol-
ogy, 119, 405-411.
Kim, E. (2002). The relationship between parental involvement and
children’s educational achievement in the Korean immigrant family.
Journal of Comparative Family Studies, 33, 529-543.
Milonakou-Keke, H. (2006). Modern theoritical approaches to com-
munication among school, family and community (in Greek lan-
guage). Athens: Atrapos.
Patrikakou, E., Weissber, R. et al. (2005). School, family partnerships
for children’s success. The series on social emotional learning. New
York: Teachers College Press.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton,
NJ: Princeton University Press.
Ryan, B., & Adams, G. (1995). The family-school relationships model.
In B. Ryan, G. Adams et al. (Eds.), The family school connection (pp.
3-28). Thousand Oaks, CA: Sage Publications.
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual
for the state-trait anxiety inventory. Palo Alto, CA: Consulting Psy-
chologists Press.
Spielberger, C. D., Edwards, C. D., Lushene, R. E., Montuori, J., &
Platzek, D. (1973). The state-trait anxiety inventory for children
(preliminary manual). Palo Alto, CA: Consulting Psychologists
Press.