Parental Involvement and Children’s Educational Performance: A Comparison of Filipino and U.S. Parents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Researchers have long noted that parental involvement can substantially influence children’s academic performance. There is a paucity of research which has focused on this relationship in developing nations. Using data from two surveys of parents, one sample from the Philippines, and one sample from the United States, this study examines the nature of parental involvement, and how it affects the school success of elementary students. Among American parents, direct involvement (e.g., helping with homework) yields positive benefits for children’s grade performance. Among Filipino parents, indirect forms of involvement (e.g., volunteering at their children’s schools) are associated with higher grade performance. Overall, Filipino parents are shown to be more active in their children’s school activities. The influence of parental involvement upon children’s performance in school is shown to vary substantially between the two countries, depending upon the type of parental involvement and household characteristics. Household income, in particular, yields distinctly different effects upon Filipino and U.S. children’s grade performance. The results are discussed within a social capital paradigm.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it