Literaturnachweis - Detailanzeige
Autor/inn/en | Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats |
---|---|
Titel | Student Participation and Parental Involvement in Relation to Academic Achievement |
Quelle | In: Scandinavian Journal of Educational Research, 59 (2015) 3, S.297-315 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2014.904421 |
Schlagwörter | Correlation; Parent Participation; Academic Achievement; Teacher Attitudes; Foreign Countries; Student Participation; Student Attitudes; Parent Teacher Cooperation; Parent Attitudes; School Activities; Questionnaires; Longitudinal Studies; Factor Analysis; Grades (Scholastic); Extracurricular Activities; Trust (Psychology); Statistical Analysis; Secondary School Students; Sweden Korrelation; Elternmitwirkung; Schulleistung; Lehrerverhalten; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Fragebogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Faktorenanalyse; Notenspiegel; Außerunterrichtliche Aktivität; Statistische Analyse; Sekundarschüler; Schweden |
Abstract | This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely related to activity and academic performance. Despite these differences, teachers and students are in close agreement regarding activities of a social nature. Teachers' and parents' ratings of parents' involvement in school demonstrate a higher agreement, but also correlate negatively with the academic achievement of the student. This is likely because communication is more frequent with parents of underachieving students than students demonstrating high academic performance. The partly inconsistent results in previous research regarding the relation between participation and academic achievement can here be explained by the choice of raters, as this connection only exists in ratings carried out by teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |