The Relationship among Egyptian Adolescents' Perception of Parental Involvement, Academic Achievement, and Achievement Goals: A Mediational Analysis

Autor/in	Abd-El-Fattah, Sabry M.
Titel	The Relationship among Egyptian Adolescents' Perception of Parental Involvement, Academic Achievement, and Achievement Goals: A Mediational Analysis
Quelle	In: International Education Journal, 7 (2006) 4, S.499-509 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Parent Participation; Academic Achievement; Adolescents; Parent School Relationship; Foreign Countries; Goal Orientation; Structural Equation Models; Student Attitudes; Questionnaires; Scores; Mastery Learning; Predictor Variables; Measures (Individuals); High School Students; Egypt + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Zielorientierung; Zielvorstellung; Schülerverhalten; Fragebogen; Prädiktor; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ägypten
Abstract	A structural equation modelling analysis was used to test the mediating effect of achievement goal factors on the relationship between Egyptian adolescents' perception of parental involvement and academic achievement. The perception of Parental Involvement Scale and Achievement Goal Questionnaire was administered to a sample of 255 first-year students (135 males and 120 females) enrolled in a high school in El-Minia city in Egypt during 2005. Achievement scores were obtained from students' school records. Results of the study revealed that students' performance-approach and mastery goals were the most important predictors of students' academic achievement, followed by at-home parental involvement, at-school parental involvement, and finally performance-avoidance goals. At-home parental involvement had an indirect effect on students' academic achievement through mastery goal. At-school parental involvement had an indirect effect on academic achievement through mastery, performance-approach, and performance-avoidance goals. Implications of these findings for students' academic achievement are discussed. (Contains 1 footnote, 3 tables, and 2 figures.) (As Provided).
Anmerkungen	Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10