Literaturnachweis - Detailanzeige
Autor/inn/en | Rogers, Maria A.; Theule, Jennifer; Ryan, Bruce A.; Adams, Gerald R.; Keating, Leo |
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Titel | Parental Involvement and Children's School Achievement: Evidence for Mediating Processes |
Quelle | In: Canadian Journal of School Psychology, 24 (2009) 1, S.34-57 (24 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0829-5735 |
DOI | 10.1177/0829573508328445 |
Schlagwörter | Daughters; Parent Participation; Academic Achievement; Parent School Relationship; Parent Influence; Correlation; Student Attitudes; Student Characteristics; Fathers; Low Achievement; Mothers; High Achievement; Gender Differences; Predictor Variables; Sons; Self Concept; Foreign Countries; Family Relationship; Grade 5; Grade 6; Elementary School Students; Grades (Scholastic); Canada Daughter; Tochter; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Korrelation; Schülerverhalten; Unterdurchschnittliche Leistung; Mother; Mutter; Geschlechterkonflikt; Prädiktor; Son; Sohn; Selbstkonzept; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Notenspiegel; Kanada |
Abstract | This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support predicted higher achievement. Both parents used more academic pressure with their sons, whereas using more encouragement and support with their daughters. The effects of parental involvement were mediated through children's academic competence. This study demonstrates the interactive influences of parents' educational involvement and children's personal characteristics in predicting school achievement. Implications for practice and research in school psychology are presented. (Contains 3 figures and 2 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |