Student Participation and Parental Involvement in Relation to Academic Achievement

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01