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Autor/inn/enRogers, Maria A.; Theule, Jennifer; Ryan, Bruce A.; Adams, Gerald R.; Keating, Leo
TitelParental Involvement and Children's School Achievement: Evidence for Mediating Processes
QuelleIn: Canadian Journal of School Psychology, 24 (2009) 1, S.34-57 (24 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0829-5735
DOI10.1177/0829573508328445
SchlagwörterDaughters; 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
AbstractThis 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).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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