Envolvimento parental no sucesso escolar da criança do primeiro ciclo em contextos desfavorecidos
: estudo de caso do apoio escolar da Associação de Solidariedade Social do Alto da Cova da Moura

  • Cláudia Alexandra Pinheiro Patrício Mendonça (Student)

Student thesis: Master's Thesis


This thesis aims to investigate how parental involvement is related to the academic success of children in primary school in underprivileged environments and how teachers face, in these environments, the school-family relationship. Based on a case study, it was intended, namely, to understand the relationship between parental involvement and academic success of the child in primary school in poverty, as well as to understand the process through which teachers push for parental involvement and feedback from families in order to propose possible suggestions and measures for the progress of cooperation. This research involved the participation of 60 caregivers who completed a demographic questionnaire and the Parental Involvement Questionnaire, version for parents (Pereira et al. 2003). Six more primary school teachers participated and the technical director for the Social Solidarity Association of Alto da Cova da Moura, who responded to a semi-directive interview, which was then subjected to a content analysis. The research results revealed that 62.2% of success in school is predicted only by the parental involvement in learning activities at home; this does not contribute to other forms of parental involvement described in this literature as relevant. We can also see that everyone interviewed agreed as to the central role that the family plays in the academic success of the child, however the teachers admitted to doing little to boost parental involvement. Regarding the academic support of the Association, all elementary school teachers make reference to the fact that parents don’t check their children’s homework but realized that fact once children attend this activity. Finally, the teachers suggest a less formal relationship, celebrating holidays after working hours, inviting parents to give a lesson, reading a story (cf. Epstein, 1987) as possible strategies to build bridges connecting the school-family relationship.
Date of Award28 Jan 2014
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorRita Francisco (Supervisor)


  • Family
  • School
  • Parental involvment
  • Eduational achievement
  • Disadvantaged environments

Cite this