Abstract
This dissertation investigates the role of parental support in K-12 online learning through a three-part research agenda grounded in the Academic Communities of Engagement (ACE) framework. The first article presents a systematic review of 31 empirical articles, identifying five key themes for effective parent-school collaboration, including improved communication, shared expertise, increased involvement, role clarification, and researcher-practitioner partnerships. The second study used a survey collecting data from 567 parents across eight online programs to explore challenges parents face in supporting their students' affective, behavioral, and cognitive (ABC) engagement. Eight primary challenges are identified, ranging from student struggles with focusing and motivation to communication gaps with schools and a lack of parental preparation. The third study developed and validated the HOPE (Helping Online Parents with Engagement) instrument, which categorizes parental support into three constructs: perceptions of student independence, parental ABC support, and school support to parents. Collectively, these studies contribute empirical and practical insights into strengthening parent-school partnerships and guiding targeted interventions to support parental engagement in K-12 online education.
Degree
PhD
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Guo, Qi, "Enhance K-12 Student Online Learning Engagement Through Parental Support and Parent-School Collaboration" (2025). Theses and Dissertations. 11328.
https://scholarsarchive.byu.edu/etd/11328
Date Submitted
2025-06-11
Document Type
Dissertation
Permanent Link
https://arks.lib.byu.edu/ark:/34234/q2ce59dfd9
Keywords
learner engagement, parent-school relationship, K-12 online learning, online engagement, parental support, school support, parent-school collaboration
Language
english