Parental Influence on Student Educational Expectations: Results from the 2012 Qatar Education Study

Autor/in	Sellami, Abdel Latif
Titel	Parental Influence on Student Educational Expectations: Results from the 2012 Qatar Education Study
Quelle	In: International Journal of Higher Education, 8 (2019) 4, S.189-201 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Parent Influence; Secondary School Students; Gender Differences; Age Differences; Instructional Program Divisions; Expectation; Academic Aspiration; Higher Education; Student Characteristics; Parent Participation; Grade 8; Grade 9; Grade 11; Grade 12; Parent Background; Educational Attainment; Homework; Qatar + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Expectancy; Erwartung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Elternmitwirkung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Elternhaus; Bildungsabschluss; Bildungsgut; Hausaufgabe; Katar
Abstract	This study investigated factors that are likely to influence students' educational expectations in the State of Qatar, concentrating on selected parental factors. Drawing on recent work in the field, the study examined the intersection of student demographic and socio-economic attributes along with contextual factors, on student educational expectations. The study uses student and parent data from a nation-wide survey of preparatory and secondary schools, the 2012 Qatar Education Study. The results showed students' gender and grade level positively affect their reported educational expectations, with females and those in higher grade levels more likely to report higher expectations. While student reports of parental involvement were not significant, parent reports were marginally significant. The paper concludes with some recommendations for further study and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01