“在廣泛研究的基礎上，它得出結論，父母;在影響兒童的教育成功方面，對教育的態度是最重要的- -比父母的教育或職業地位、家庭和學校本身的物質環境更為重要”。Mackinnon等人(1995:26)“繼續認為父母更多參與的概念受到歡迎，這種參與在Plowden之后的一年有所增加”。這表明父母的態度無論是正面的還是負面的影響孩子的教育,因為如果父母對教育產生負面影響,因為他們有一個貧窮、教育不成功或可怕的經驗,那么他們更有可能表現出消極的或很少感興趣他們孩子的教育,在回顧他們的孩子很可能會有消極的態度教育。也表明,孩子表現得更好當父母孩子教育根據研究顯示興趣在中學成績進行Feinstein et al(1999)“發現兒童的父母展示高水平的學業興趣可以在15 - 17%之間的進步在數學和閱讀11至16歲之間的學生相比,父母沒有興趣”。
“based on extensive research, it concluded that parents; attitudes to education were of supreme importance in influencing children’s educational success – more so than the parents’ educational or occupational status, than material circumstances at home and at schools themselves”. Mackinnon et al (1995:26) “continues the concept of greater parental involvement was favourably received and this involvement has increased in the year since Plowden”. This shows that parental attitude whether negative or positive has an impact on their child’s education, because if a parent has a negative impact on education because they had a poor, unsuccessful or appalling experience of education, then they are more likely to show a negative or very little interested in their child’s education, which in retrospect their child will more than likely have a negative attitude towards education. It is also shown that children perform better when a parent shows interest in their child education according to research carried out on the attainment in Secondary Schools by Feinstein et al (1999) “found that children of parents showing high levels of interest in their schooling can progress between 15-17% more in maths and reading between the ages of 11 and 16 as compared to pupils whose parents showed no interest”.