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This systematic review examines parental school involvement (PSI), focusing on identifying instruments and their theoretical models while evaluating their psychometric properties. The review analyzed 38 studies and found 43 instruments, highlighting the prominence of Epstein’s and Hoover-Dempsey and Sandler frameworks. The findings aim to improve the operationalization of PSI and promote consistent assessments across research.

Author

salomonlunkela

Language

EN