According to previous research results and our systematic review on this topic (Kovács et al., 2022), the positive impact of parental involvement on academic achievement was revealed. However, it is unclear how parental involvement in sports contributes to sports performance and academic achievement. In this study, our main questions are about the differences in academic achievement, in participation in sports activity, and in sports results among pupils of parents involved or not involved in sports and education. To answer these questions, a questionnaire survey was conducted among 7th and 8th-grade students learning in three primary schools in a Hungarian city (N = 121). Based on the scale of parental involvement, three groups were differentiated: 1) children of parents not involved in either education or sports (N = 33), 2) children of parents involved in education only (N = 38), and 3) children of parents involved in both education and sports (N = 47). In order to examine this data, cluster and factor analysis, a Chi-square test and ANOVA, and linear regression were used. Our results showed, children of parents involved in both sports and education are overrepresented among students who received awards because of their sports performance (59.6%), among members of sports talent management programs (29.8%), and among those who achieved first place in national sports competitions (47.8%). They also seem to be the ones most intent on staying engaged, in the future, in regular and competitive sport activities (57.4% and 55.3%). On the contrary, the highest percentage of children of parents involved in education belongs to those who were given awards because of excellent academic achievement (71.1%). As far as personality traits are concerned, obsessive passion (OP) is the most characteristic of pupils with non-involved parents (M = 0.37, SD = 0.95) and least characteristic of children with parents involved in education (M = −0.17, SD = 0.94). Belonging to both groups with involved parents can be considered a negative predictor of OP (βt = −0.259* [−1.019, −0.078], βt + s = −0.237* [−0.930, −0.030]). In conclusion, it can be detected that there exists a positive interrelation between parental involvement in sports and education, and the academic and sports performance of their children.

The purpose of this paper is to establish what sociodemographic and institutional factors cause students to drop out, become uncertain about their intentions to obtain a degree, or confidently advance towards the fulfilment of their ambitions. Our analysis is based on the combined databases of large-sample questionnaire surveys carried out among former students who dropped out from higher education institutions in an eastern region of Hungary as well as those carried out among current students. In addition to bivariate methods, we conduct multinomial logistic regression analysis to explore how students’ gender, social background, the funding of their training, willingness to do paid work alongside their studies, and relationships with academic staff and fellow students affect the chance of dropout, the risk of dropout, and persistence. In contrast to previous studies, which have mostly identified those at risk of dropping out of higher education and have primarily focused on the deficiencies of institutional integration, our novel results show that the actual dropout rate is at least as influenced by students’ unfavourable social background as it is by institutional factors.

Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children’s academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child’s psychological, emotional and academic development.

Background: Health-related behaviours and attitudes acquired in childhood significantly shape health behaviours in adulthood and play an important role in preventing children from becoming overweight. Interventions incorporating parental involvement can provide outstanding support in shaping a child’s health-related behaviour. However, parental involvement has not been investigated from the perspective of efficacy except for obesity. Therefore, this systematic review investigates school-based physical activity intervention programmes incorporating parental involvement. We aim to explore the impact of these programmes and the parental involvement they provide on behaviours that influence child health, which are essential for preventing children and adults from becoming overweight and promoting health-conscious lifestyles. Methods: This systematic literature review follows PRISMA guidelines. The EBSCO Discovery Service Search Engine was used for searching for literature. Papers included met the following inclusion criteria: (1) reported original, empirical research or systematic review published in a peer-reviewed journal; (2) primary or secondary school age (6–18 years) as the target population; (3) examined school-based sport or health prevention and intervention programs; (4) only healthy children and youth in the indicated age group; (5) school-based prevention or intervention program; (6) examines parental involvement; (7) in the English language, and (8) in disciplines of education, psychology, social work, sociology, social sciences and humanities. Results: An extremely limited number of interventions of sufficient quality address the role of parental involvement (N = 17). The forms of parental involvement show a huge variety, ranging from leaflets, home packs, sports organisations “forced” by the pandemic, parent meetings, programmes, courses, and school programmes with diverse children over several months (cooking together, gardening, playing sports together, etc.). Therefore, it is difficult to measure their effectiveness and impact. Conclusions: The impact of parental involvement on children’s health behaviour, especially physical activity and nutrition, as two of the most important factors in preventing them from becoming overweight, are unclear, and other correlations, e.g., academic achievement, are scarce.

(2008). The Bologna Process as a Trojan Horse: Restructuring Higher Education in Hungary. European Education: Vol. 40, The Bologna Process in the New European Union Countries, pp. 85-103. doi: 10.2753/EUE1056-4934400205

Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (n = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect.