Parental Involvement and General Cognitive Ability as Predictors of Domain-Specific Academic Achievement in Early Adolescence

Autor/inn/en	Karbach, Julia; Gottschling, Juliana; Spengler, Marion; Hegewald, Katrin; Spinath, Frank M.
Titel	Parental Involvement and General Cognitive Ability as Predictors of Domain-Specific Academic Achievement in Early Adolescence
Quelle	In: Learning and Instruction, 23 (2013), S.43-51 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2012.09.004
Schlagwörter	Parent Participation; Cognitive Ability; Academic Achievement; Early Adolescents; Predictor Variables; Mathematics; Language Arts; Parent Student Relationship + Suchen Sie Ihr Suchwort? Elternmitwirkung; Denkfähigkeit; Schulleistung; Prädiktor; Mathematik; Sprachkultur
Abstract	Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic performance within the domains of math and language. We examined four dimensions of perceived parental involvement: autonomy supporting behavior, emotional responsivity, structure, and achievement-oriented control. Results from a sample of 334 adolescents ("mean age" = 12.4, SD = 0.9, "range" = 10-14 years) showed that GCA was the strongest predictor of achievement in both domains. While autonomy support and emotional responsivity had no predictive value over GCA, high levels of achievement-oriented control and structure were detrimental to academic success. These findings provide new evidence for the significance of parental involvement in their children's achievement in school even after the most powerful predictor of academic success has been accounted for. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10