"[1] What information is provided in the abstract?
Data source - (0)
Research questions - (13)
Literature review - (9-11)
Purpose of the research - What the research is about - (12)
The factors that effect the direction of the study - (4-5-6-7-8)

[2]  What is the study about?
Motivation of parent involvement

[3] What is the research problem?
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[4] How is the literature used to justify the need for the study and to provide direction for the research question(s)?
To our knowledge, no study has yet examined the individual and combined contributions of Hoover-Dempsey and Sandler’s (1995, 1997) four psychological constructs
to predict parent involvement decisions across secondary-grade levels.

[5] What is the purpose of the study?
We targeted adolescents in the fi rst 3 years of secondary school in Quebec (equivalent to
Grades 7, 8, and 9 in the American school system). Prior work ( Deslandes, 2003 ) showed that parent involvement is signifi cantly lower, and adolescent autonomy level is signifi cantly higher, in the
fourth year of secondary school in Quebec (Grade 10 in the American school system) than in the
second and third years of secondary school.

[6] What is the research question?
To examine how the four psychological constructs infl uence parent-involvement decisions
across the three secondary grade levels, we posed the following research question: What are the
relative contributions of parents’ role construction, self-effi cacy, perceptions of teacher invitations,
and perceptions of adolescent invitations to predict parent involvement at home and at school in
Grades 7, 8, and 9?

[7] What is the research design?
Survey

[8] What information about the participants are given?
Gender(adolsecent and parents), age, family structure and size, education level, rank in family, participant outside work

[9] What data are collected? What are the data collection tools?
1) Numerical Data            2) Questionnaire

10. How did they collect the data?
They mailed nearly 2,560 parent questionnaires to the schools. Forty five classroom teachers from five schools volunteered to send the questionnaires to 1,500 parents via the students. The package included a letter that explained the purpose of the study and requested voluntary participation. The participation rate
was approximately 51% (770 parents accepted from the 1,500 questionnaires that were sent home).
The classroom council received a token payment of thanks ($1) for each returned questionnaire,
and the classroom teachers received a token payment of thanks ($10) for their collaboration and
support.

11. How did they analyze the data?
We used classical item analysis and factor analysis to evaluate the psychometric properties of the eight constructs (see the list of constructs presented as the predictors and the outcomes with the control variables in Table 2). The fi nal decision of keeping or rejecting some of the items was based mostly on the eigenvalues greater than 1 criterion and on the scree test. For all the analyses,
we used only those items loaded at least .30 on the factor to interpret the factors. We computed
Cronbach’s alpha reliability coeffi cient for each scale. We obtained all scores by calculating the
mean score of the items of the same constructs, which are described in the following paragraphs.


12. How did they present the findings?
With a table that contains explanations.

13. How did they discuss the findings?
We investigated the contribution of Hoover-Dempsey and Sandler’s (1995, 1997) four psychological constructs—parents’ role construction, self-effi cacy, perceived student invitations, and perceived teacher invitations—to predict parent involvement at home and at school. We addressed whether
predictive models might differ across the fi rst three grade levels in Quebec secondary schools. The following paragraphs summarize the overall results. Of great importance were our findings that extended beyond family and adolescent characteristics—two different models that predicted secondary-level parent involvement at home and parent involvement at school. In similar research conducted with 1,227 parents of elementary students, Deslandes and Bertrand (2003)also reported two different parent involvement models—a home-based model and a school-based model.

14. How did they define the limitations of the study?
 First, the sample used in our investigation included only students in Grades 7, 8, and 9, and the subsamples were of various sizes. Future investigations need to expand across the secondary levels. We collected data only from parents of adolescents. Past research focused primarily on adolescents’ perceptions; researchers should endeavor to use both adolescent and parent reports. 
Research findings indicate the need for further research on parent–adolescent and parent– teacher relationships to better understand parents’ decision to become involved at home and at school. In addition, more research is needed on the relationship between parents’ self-effi cacy, role construction, and involvement. Some issues remain unclear. For instance, what is the explanation for the marginal contribution of parents’ self-effi cacy in the parent involvement at home model? As Hoover-Dempsey and colleagues (2000) suggested, is it possible that parents’ self-effi cacy is distal to parents’ involvement decisions, whereas parents’ role construction and perceived teacher and student invitations are more proximal? Researchers need to replicate this study in other settings by comparing different age categories to determine greater “generalizability” of the fi ndings. Longitudinal research would help clarify the extent to which each of the studied psychological constructs changes over time and in different settings. To fully understand parents’ motivation to become involved, educators need more qualitative studies that focus on the subject.
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