Family Background and School Achievement of Children with Motoric Disorders

Autor/inn/en	Radojlovic, Jasmina; Ilic-Stosovic, Danijela; Djonovic, Nela; Simovic, Tatjana
Titel	Family Background and School Achievement of Children with Motoric Disorders
Quelle	In: Journal of Education in Science, Environment and Health, 1 (2015) 2, S.95-101 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Family Characteristics; Parent Background; Correlation; Psychomotor Skills; Physical Disabilities; Academic Achievement; Socioeconomic Status; Teaching Methods; Parent Participation; Study Habits; Surveys; Educational Attainment; Marital Status; Homework; Parents as Teachers; Foreign Countries; Serbia + Suchen Sie Ihr Suchwort? Elternhaus; Korrelation; Psychomotorische Aktivität; Physical handicap; Körperbehinderung; Schulleistung; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Study behavior; Study behaviour; Studienverhalten; Survey; Umfrage; Befragung; Bildungsabschluss; Bildungsgut; Familienstand; Hausaufgabe; Ausland; Serbien
Abstract	There is no pedagogical literature about school achievement that does not include the family as a very important factor. Family and family relationships of children with motoric disorders are determined by the ability of parents and other family members to build an objective attitude toward the child with disability. That includes the construction priority in the development of the child. The main aim of this paper is to provide information about possible correlation between various family backgrounds of children with motoric disorders and their school achievement. The family background is defined by several general and specific pedagogical aspects. General aspects of the family background are related to the socio-economic status. Special pedagogical characteristics are related to parents interest in school achievements of their children, parents' help with the child learning (defined through the school curriculum), parent's involving in forcing studying habits and their support in exploring children social surrounding. Participants in this research were 75 parents all with children with motoric disorders in one school for education of children with different forms of disability. The survey used in this study was designed by the researchers. The results show that there is no correlation between economic conditions of family and school achievement of children with motoric disorders. There is a correlation between school achievement and educational status of parents, marital status of parents, parental assistance in homework, encouraging child to learn when child is coping with some difficulties at school, ensuring consistency in learning and conversation between parents and child on various topics. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01