Home-based reinforcement: Behavioral covariation between academic performance and inappropriate behavior

1983 ◽  
Vol 21 (4) ◽  
pp. 337-348 ◽  
Author(s):  
Joseph C. Witt ◽  
Michael J. Hannafin ◽  
B.K. Martens
Keyword(s):  
Academic Performance ◽  
Inappropriate Behavior ◽  
Home Based

scholarly journals A Review of the Relationship between Parental Involvement and Students’ Academic Performance

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Sandeep Kumar Jaiswal ◽  
Rashmi Choudhuri
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
Parenting Style ◽  
Parenting Practices ◽  
Research Literature ◽  
School Level ◽  
Parental Home ◽  
Home Based ◽  
The Relationship

Parental involvement in the education of their children is a key function of child total functioning as well as their academic success. This paper review the research literature on the relationship among parenting practices such as parenting style, parents’ expectations, parental home and school involvement activities and students’ academic performance with the focus on elementary and middle school level. To conduct a comprehensive review on above relationship, researchers have used JSTOR data base and Google Scholar. The reviews of empirical researches indicate that different constructs of parental involvement play an important role in various ways. Several studies however indicate a decline in parental involvement during the middle or above school levels. Furthermore, the review indicates that authoritative parenting style is positively associated academic performance across all school level, although this finding is not consistent across ethnicity, culture and socioeconomic status. Parental home based and school based involvements have also been positively related to academic performance with some inconsistency. One the other hand parental expectations for their child educational attainment have the strongest impact on academic performance compared with other types of parental involvement constructs such as participation in school events, parent-child communication, and help in homework.

scholarly journals Parents’ Occupational Background and Student Performance in Public Secondary Schools in Osogbo Metropolis, Osun State, Nigeria

2019 ◽  
Vol 1 (1) ◽  
pp. 13-24
Author(s):  
Adedapo Atolagbe ◽  
Olayiwola Oparinde ◽  
Haliru Umaru
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
State Government ◽  
School Setting ◽  
School Students ◽  
Final Grade ◽  
School Settings ◽  
Home Based ◽  
Occupational Background ◽  
Better Than

This study examined the effects of the occupational background of parents on the academic performance of public secondary school students in the Osogbo, Osun State, Nigeria. The simple random technique was used to select 200 students from 18 high schools in the metropolis. The results of their state government conducted promotion examinations to the final grade were used to measure academic performance. The findings revealed a significant relationship between parents’ occupational background and the academic performance of students in the Osogbo metropolis. Students with working parents who earn regular salaries and work in offices, especially within the school setting, perform better than those with parents who are not working or who earn an irregular income. Also, students whose parents work in offices and in school settings perform better than those who have parents working outside of office or school settings. Students whose parents’ work closes late or are always away on long journeys showed lower performance than those whose parents are always available at home. Based on the findings, it was recommended that government schools ensure regular payment of salaries and emoluments to various categories of income earners so that they could complement government efforts by providing schools’ student needs.

Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education

2011 ◽  
pp. 194-211
Author(s):  
Sara Bicard ◽  
David F. Bicard ◽  
Kathryn Nichols ◽  
Esther Plank
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Early Childhood Education ◽  
Problem Behavior ◽  
Inappropriate Behavior ◽  
Secondary Intervention ◽  
Appropriate Behavior ◽  
Childhood Education ◽  
Tiered Interventions ◽  
And Behavior

This chapter will describe how multiple tiers of increasingly intensive interventions function as early intervening services and how technology can aid in the implementation of multi-tiered interventions. Children who display consistent inappropriate behavior or academic performance, below their peers or benchmark while receiving primary supports, need a secondary intervention that is more focused and intense to reduce problem behavior and remediate the academic deficit and increase appropriate behavior and learning.

scholarly journals Family engagement in the home-based learning mode: an enlarging divide in education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shuo Liu
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
Working Class ◽  
Formal Schooling ◽  
Multiple Sources ◽  
Content Type ◽  
Home Based ◽  
Inequality In Education ◽  
Culturally Disadvantaged ◽  
The Impact

Purpose This paper aims to provide an overview of the development periods of home-based learning in Hong Kong during the COVID-19 pandemic, then discusses the differences in how the more affluent and well-educated middle-class parents and the economically and culturally disadvantaged working-class parents have dealt with the challenges of this new learning mode in their children’s education. Design/methodology/approach This research mainly adopted the qualitative research method, and used data from multiple sources, including online and offline participant observations, informal interviews and second-hand official reports. Findings The preliminary findings suggest that due to the closure of the formal schooling system, the impact of unequal family resources – such as tangible economic investment and intangible cultural and social support – on students’ academic performance has been exposed, thus reinforcing the pre-existing inequality between different social classes. Research limitations/implications The findings of this paper are primarily based on preliminary observations and informal interviews, and it needs more systematic studies, both qualitative and quantitative, are needed to provide further empirical evidence to demonstrate the impacts of digital, housing and knowledge divide between the middle- and working-class families on students’ academic performance. Originality/value The paper presents new empirical data concerning the class mechanisms underlying home-based learning during the class suspension in Hong Kong. It shows that home-based learning in this challenging time has exposed the existing inequality in education.

Academic Contracting with Emotionally Disturbed Children

1981 ◽  
Vol 48 (2) ◽  
pp. 605-606 ◽  
Author(s):  
Nancy Campbell-Goymer ◽  
Henry C. Rickard
Keyword(s):  
Academic Performance ◽  
Emotionally Disturbed ◽  
Contingency Management ◽  
Inappropriate Behavior ◽  
Data Support ◽  
Emotionally Disturbed Children

16 underachieving boys contracted for early dismissal from the classroom contingent upon completion of programmed materials. Data support the use of contingency management to increase academic performance. Inappropriate behavior was exhibited less during periods in which academic performance was reinforced.

Contribution of Home Based Psychosocial Issues On Students Academic Performance In Public Secondary Schools In Migori County, Kenya.

2020 ◽  
Vol 7 (7) ◽  
pp. 398-419
Author(s):  
Calvince Okongo ◽  
Florence Y. Odera ◽  
M. Sichari
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Home Environment ◽  
Parental Attachment ◽  
Role Model ◽  
Economic Status ◽  
Psychosocial Issues ◽  
Critical Periods ◽  
Home Based ◽  
The Government

The home environment plays pivotal roles in determining children’s future. Every other parent strives to be a role model to be emulated by the children right from childhood to maturity level when these children can now stand strong to respond to the societal demands of life. However, when the home environment is not cordial to the children, this could lead to psychological, biological, mental and social dysfunction a reflection of cognitive disorientation especially for the students in secondary schools. The above situation would undoubtedly lead to a performance which does not measure to the threshold of the learning institutions in which the children have been admitted to pursue their studies .Students in high schools are in critical periods with myriads of psychological, social and academic issues which affect them most of which require personal and confidential psychotherapeutic interventions that the parents themselves could avert to ensure successful completion of secondary education.   The key objective of the study was to establish the contribution of home based psychosocial issues on the students’ academic performance in public secondary schools in Migori County. The paper explores the extent to which parental attachment, socio economic status of parents and parental involvement which are all home based psychosocial factors contribute to the academic performance of both boys and girls .The study findings will challenge the care takers who in this case are the parents and guardians and teachers to understand the psychosocial turmoil students face as they struggle to make ends meet educationally. The findings of this study may assist the Government, NGOs, Principals and all the education stakeholders to understand and create more resources  preferably trained personnel who could be knowledgeable in therapeutics skills to best manage students who might not have had  the best home based care and attention.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance
Sign in / Sign up

Export Citation Format

Share Document