Multiple Appearances of Parental Interactions and Math Achievement on TIMSS International Assessment

Autor/inn/en	Shapira-Lishchinsky, Orly; Zavelevsky, Erez
Titel	Multiple Appearances of Parental Interactions and Math Achievement on TIMSS International Assessment
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 1, S.145-161 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shapira-Lishchinsky, Orly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-09949-w
Schlagwörter	Principals; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Grade 8; Interaction; Parent Participation; Parent Teacher Cooperation; Parent Role; Correlation; Gender Differences; Immigrants; Educational Attainment; Parent Background; Foreign Countries; Mathematics Achievement; Israel; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lehrerverhalten; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Interaktion; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parental role; Elternrolle; Korrelation; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Elternhaus; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study aims to explore the different appearances of parental interactions based on principal, teacher, and student reports of the 8th grade Trends in International Mathematics and Science Study 2011 assessments in Israel and how the appearances of parental interactions relate to math achievements. We conducted a multilevel SEM on 147 principals, 147 teachers, and 4304 students nested in 147 schools. Different appearances of parental interactions emerged such as "parental involvement in student learning," "direct communication on student progress," and "providing general information of school principles and activities" based on student, teacher, and principal reports respectively. Significant negative relationships were found between these appearances that can be explained by compensation relationships. We found a positive relationship between student reports of parental involvement and student achievements. The negative relationships we found between teacher and principal reports of parental interactions and student achievements may reflect situations where teachers and principals interact with parents mostly in problematic cases. We also found that girls perceive their parents' involvement higher than boys, immigrant students had lower achievements than native-born students, and children whose parents have higher educational levels had higher achievements. While most studies examined parental interactions from the teacher's, student's, or principal's perspectives, this study is unique in that it applies an integrative approach that considers all the appearances simultaneously. Thus, this study leads to a broader view of parental interactions and can contribute to developing programs for encouraging parental interactions in school routines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01