Parental involvement and student achievement in two language domains. Indirect relations and generalizability across migration status.

Autor/inn/en	Arens, A. Katrin; Jude, Nina
Titel	Parental involvement and student achievement in two language domains. Indirect relations and generalizability across migration status.
Quelle	In: Learning and individual differences, (2017) 53, S. 145-155Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (überarbeitete Fassung); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2016.12.001
URN	urn:nbn:de:0111-pedocs-180667
Schlagwörter	Empirische Untersuchung; Strukturgleichungsmodell; Selbstkonzept; Verhalten; Geschlechtsspezifischer Unterschied; Eltern; Kind; Kind-Eltern-Beziehung; Schulform; Sekundarbereich; Schulerfolg; Schulnote; Zweite Generation; Deutschunterricht; Englischunterricht; Migrationshintergrund; Wirkung; Erste Generation; Deutschland
Abstract	This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1:N = 4476) and English language (Sample 2: N = 4440). The aim was to test the direct and indirect relations between the two facets of parental involvement and student achievement and the generalizability of mean levels and patterns of relations across students' migration status. The results did not demonstrate any significant direct relations between both facets of parental involvement and student achievement. However, for both language domains, family activity was found to be indirectly related to student achievement with students' domain-specific academic self-concept serving as a mediator variable. The student sample was divided into four groups of students with different migration status (students and parents born in Germany; only one parent born in Germany; only the student born in Germany; student and parents born abroad). For both language domains, the pattern of relations between the two facets of parental involvement and student achievement was invariant across these groups of students. When considering mean level differences, the students reported similar levels of parents' subjective importance across all the four groups with respect to both German and English languages. Regarding family activity in the domain of German language, students whose parents had both been born abroad reported lower mean levels. Mean differences in the level of family activity in the domain of English language were found to be less clear-cut. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4