{"id":1185,"date":"2026-08-24T21:12:10","date_gmt":"2026-08-25T01:12:10","guid":{"rendered":"https:\/\/ecole-famille-communaute.fse.ulaval.ca\/parents-needs-in-supporting-their-childs-schooling\/methodology\/phase-2-quantitative\/"},"modified":"2026-08-27T11:32:50","modified_gmt":"2026-08-27T15:32:50","slug":"phase-2-quantitative","status":"publish","type":"page","link":"https:\/\/ecole-famille-communaute.fse.ulaval.ca\/en\/parents-needs-in-supporting-their-childs-schooling\/methodology\/phase-2-quantitative\/","title":{"rendered":"Phase 2 – quantitative"},"content":{"rendered":"\n
\n

Sample 1:<\/strong><\/p>\n\n\n\n

In late fall 2019, an email was sent, via the F\u00e9d\u00e9ration des comit\u00e9s de parents du Qu\u00e9bec, to all parent committees in the province asking them to forward to the parents of their school service center the recruitment ad to participate in our study. Following this email, 750 families (1,365 parents) expressed their interest in participating in our study.<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

1 017 parents participated in the study, 63% of whom were women (Mage<\/sub> = 40 years).<\/p>\n\n\n\n

The child for whom the parents provided responses: 50% girls, 25% had a diagnosis (p. ex., ADHD, ASD), 15% had special needs (p. ex., specialized services). At time 1, children were enrolled in kindergarten (4%), Grade 1 (26%), Grade 2 (22%), Grade 3 (19%), Grade 4 (13%), Grade 5 (10%), or Grade 6 (5%).<\/p>\n

<\/div><\/div><\/section>\n\n
\n

Sample 2:<\/strong><\/p>\n\n\n\n

Following authorization from the Commission d’acc\u00e8s \u00e0 l’information du Qu\u00e9bec, a randomly generated list among all French-speaking Quebec students enrolled in the 1st<\/sup>\u00a0or\u00a02nd<\/sup>\u00a0grade of elementary school (2020-2021 school year1<\/sup>) by the Minist\u00e8re de l’\u00c9ducation et de l’enseignement sup\u00e9rieur (MEES) was produced. This list was stratified according to the student’s gender and the school\u2019s socioeconomic index. An oversampling of students with special needs was conducted, resulting in 50% of the list consisting of these students.<\/p>\n\n\n\n

1<\/sup>Information based on kindergarten or 1st<\/sup> grade enrollment during the 2019-2020 school year.<\/p>\n\n\n\n

In late fall of 2020, families from this list were contacted to solicit their participation in the study. About 2,991 families were reached from the initial MEES list of 5,600 (53%). Of this number, 25% declined to participate. Thus, 1,750 families agreed to participate in the study.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

1,634 parents from 1,362 families have participated in the study so far, 73% of whom were women (Mage<\/sub> = 38 years).<\/p>\n\n\n\n

At time 1, the children involved (62% boys) were enrolled in Grade 1 (54%)<\/strong> or Grade 2 (46%)<\/strong>. 51% of them have a diagnosis (e.g., ADHD).<\/p>\n\n\n\n

Parental participation<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

*<\/sup>Families are contacted at each measurement point. However, some choose to withdraw from the study, while others become unreachable due to outdated contact information. These families are then considered lost to follow-up.
**<\/sup>At least one family member completed a questionnaire.
***<\/sup>Only parents whose child were in Grade 6 participated.

Starting in Grade 5<\/strong>, children are directly invited to participate in the study. Thus, students who were in Grade 2 at Time 1<\/strong> reached Grade 5 by Time 8<\/strong>, representing approximately half of the sample<\/strong>.<\/p>\n\n\n\n

Child participation<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

*<\/sup>Maximum number eligible to participate.<\/p>\n

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