SZÜLŐI BEVONÓDÁS ÉS AZ ISKOLAI TELJESÍTMÉNY KAPCSOLATA AZ ORSZÁGOS KOMPETENCIAMÉRÉS 2017-ES ÉS 2018-AS ADATAINAK TÜKRÉBEN

The influencing effects on students’ school performance are discussed in several studies from the student’s, the school’s and from the parents’ point of view. The phenomenon of parental involvement and its effect on the students’ performance is an emphasis ed research topic. When reading such researches however we face a number of inconsistent results. The reason for the inconsistency is due to the difference in definition for parental involvement which mance, the observed students’ age and the persons involved in the general study. The present study wishes to introduce this variety and contradiction in the literature to a certain degree. We would also like to examine the forms of parental involvement measured in the Naional Assessment of Basic Competencies (NABC) and how that is connected to stu dents’ performance in competence assessments in the last two years. We aim to explore what connection is there between the activities at home such as the parents’ involvement in student’s homework; conversation at home about school; conversation with the family about the student’s piece of reading; housework shared within the family, gardening and the performance in reading compre- hension and mathematics in the course of the Naional Assessment of Basic Competencies in different age groups in schools. The authors of the study carried out the research on the basis of the National Assessment of Basic Competencies Research Group with the topic number 20642B800, funded by the Faculty of Humanities and Social Sciences, Károli Gáspár University of the Reformed Church in Hungary. As an appendix to our study, we also publish our dissertation in English. Abstract The influencing effects on students’ school performance are discussed in several studies from the student’s, the school’s and from the parents’ point of view. The phenomenon of parental involvement and its effect on the students’ performance is an emphasis ed research topic. When reading such researches however we face a number of inconsistent results. The reason for the inconsistency is due to the difference in definition for parental involvement which results in different indicators during research, indicators in school perfor- mance, the observed students’ age and the persons involved in the general study. The present study wishes to introduce this variety and contradiction in the literature to a certain degree. We would also like to examine the forms of parental involvement measured in the Naional Assessment of Basic Competencies (NABC) and how that is connected to stu dents’ performance in competence assessments in the last two years. We aim to explore what connection is there between the activities at home such as the parents’ involvement in student’s homework; conversation at home about school; conversation with the family about the student’s piece of reading; housework shared within the family, gardening and the performance in reading comprehension and mathematics in the course of the Naional Assessment of Basic Competencies in different age groups in schools. The authors of the study carried out the research on the basis of the National Assessment of Basic Compe- tencies Research Group with the topic number 20642B800, funded by the Faculty of Humanities and Social Sciences, Károli Gáspár University of the Reformed Church in Hungary.