Rôle parental, sentiment de compétence et engagement des parents dans le cursus scolaire de leur enfant

Through the findings from the analysis of the 139 parents’ and children’s answers attending the 3rd year (theoretically aged 8) of fundamental education in Luxembourg at the Hoover-Dempsey and Sandler survey (1995, 1997), we look for highlighting the influence of parental educative role and the parental self-efficacy within the process of parents’ decision making to be involved in their children’s school process. Our data show that the parents’ self-efficacy and their perception of their educative role seem to be a key element within the process and an "in-between element" in connection to the parents’ school past (mainly regarding the school performance) and the children’s variables including their academic performance. We also conclude that parental self-efficacy and parental educative role are two components influenced by the social and cultural background of families.