scholarly journals The impact of parental involvement and education on academic achievement in elementary school

2019 ◽  
Vol 8 (3) ◽  
pp. 476
Author(s):  
Miranda Avnet ◽  
David Makara ◽  
Karen H Larwin ◽  
Matthew Erickson
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Involvement ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Multiple Variables ◽  
Parental Level ◽  
Nation Wide Survey ◽  
The Impact ◽  
The Relationship

<p><span>The academic achievement of students in schools is subject to a variety of factors, many of which are beyond the control of the student. Factors such as parental involvement, parental level of education, and disability all influence the academic achievement and learning of students. The study analyzed nation-wide survey data on students in elementary school and investigates the relationship between student achievement and multiple variables. The variables were parental involvement, and the existence of Autism Spectrum Disorder (ASD) or other disability. Results indicated that students, both ASD and typically developing, have lower parent involvement if they are successful in school.</span></p>

scholarly journals Parental Involvement and Children’s Academic Achievement: In the Case of Some Selected Government Primary Schools Bahirdar City, Ethiopia

2019 ◽  
Vol 2 (1) ◽  
pp. p43
Author(s):  
Bezabih, Mezgebu Bayu
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Spearman Correlation ◽  
Significant Difference ◽  
Parental Level ◽  
The Relationship ◽  
One Way Anova

The purpose of this study was to examine the relationship between parental involvement and academic achievement of children in some selected full cycle government primary schools of Bahirdar city. To achieve this objective, 180 sample students were selected by using simple random sampling technique. The collected data was analyzed through, spearman correlation, analysis of variance and independent-test. The finding of the study revealed that the statistical analysis on independent t-test showed that there was a statistically significant difference between male and female students with regard to their academic achievement (t=6.25, df = 178, p<0.05). The finding of spearman correlation indicates that there was significant relationship between parental involvement and academic achievement of students (r=.56, p <.05). The result on one way ANOVA displayed that there was statistical significant difference among respondents academic achievement with regard to their parental level of education (F 2, 176) = 17.084, P<0.05. In conclusion, parental involvement is positively correlated with academic achievement of students and males have better academic performance than their female counter parts.

scholarly journals A Study on Parental Involvement and Academic Achievement in Elementary School Students

2017 ◽  
Vol 9 (3-2) ◽  
Author(s):  
Ng Wee Kuan ◽  
Tan Wee Chuen
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Involvement ◽  
Primary School ◽  
Elementary School Students ◽  
Significant Relationship ◽  
Educational Outcomes ◽  
Survey Design ◽  
School Students ◽  
The Relationship

Previous findings indicated that greater parental involvement will lead to better educational outcomes (Hoover-Dempsey & Sandler, 1997). This research aims to examine the relationship between parental involvement and student’s academic achievement. A quantitative survey design was employed in the study. The samples were 150 families/parents of primary 3 students in a primary school at Johor Bahru. Pearson’s r correlation was used to examine the relationship between parental involvement and student’s academic achievement. However, contrary to previous findings, the results showed that there was no significant relationship between parental involvement and student’s academic achievement (n= 110; r= 0.175; p>0.05). In spite of the inconsistency, we found there is a significant relationship between the construct of parental self-efficacy and student’s academic achievement. 

scholarly journals A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Valerie J. Shute ◽  
Eric G. Hansen ◽  
Jody S. Underwood ◽  
Rim Razzouk
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Research Literature ◽  
School Level ◽  
Special Focus ◽  
High School Level ◽  
School Students ◽  
Multiple Variables ◽  
The Relationship

This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals Society and people diagnosed with autism spectrum disorder: an analysis of message descriptors of social media

2019 ◽  
Vol 24 (4) ◽  
pp. 744-755
Author(s):  
Olga A. Vazhenina ◽  
Lidiya K. Lobodenko
Keyword(s):  
Social Media ◽  
Autism Spectrum Disorders ◽  
Digital Media ◽  
Autism Spectrum ◽  
Media Space ◽  
English Speaking ◽  
Spectrum Disorders ◽  
The Impact ◽  
The Relationship ◽  
Social Media Tool

The authors investigate the process of humanization of society in relation to people with autism spectrum disorders and its relationship with the reception of problems of this category of population by society. The authors based on the descriptors of messages in social media published in the digital media space. The article reveals the relationship between the content of messages in social media, as well as the tools of this type of media and the overall degree of humanization of society at both social and political levels. The typological features of such a social media tool as a hashtag, when covering the problems of people with autism spectrum disorders, as well as the impact of these features on the reception of messages on this topic by both domestic and English-speaking users are noted.

scholarly journals Motivation and Academic Performance: An Inter-country Comparison

2020 ◽  
Vol 3 (3) ◽  
pp. p70
Author(s):  
Lewis R. Gale ◽  
Clifford Nowell
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Positive Impact ◽  
Country Comparison ◽  
Using Data ◽  
The Impact ◽  
The Relationship ◽  
Detrimental Impact ◽  
The U.S ◽  
External Motivation

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

scholarly journals Sibling Relationships, Personality Traits, Emotional, and Behavioral Difficulties in Autism Spectrum Disorders

2019 ◽  
Vol 2019 ◽  
pp. 1-9 ◽  
Author(s):  
C. Longobardi ◽  
L. E. Prino ◽  
F. G. M. Gastaldi ◽  
T. Jungert
Keyword(s):  
Autism Spectrum Disorder ◽  
Sibling Relationships ◽  
Autism Spectrum ◽  
Sibling Relationship ◽  
Spectrum Disorder ◽  
Behavioral Difficulties ◽  
Typically Developing ◽  
Emotional Symptoms ◽  
The Impact

This study focused on parents’ perceptions of the quality of sibling relationship and its association with some behavioral and emotional characteristics of the typically developing sibling. The participants were parents of children with autism spectrum disorder and typically developing siblings. The sample size was 43. The group comprised 14 fathers (32.6%) and 29 mothers (67.4%) aged 33–53 years (M=43.56; SD = 5.23). The parents completed measures of siblings’ emotional and behavioral difficulties, siblings’ personality, and sibling relationships and their impact on families and siblings. The results showed that behavioral difficulties such as emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems were significantly associated with negative sibling relationships—characterized by rivalry, aggression, avoidance, and teaching behavior toward the brother or sister with an autism spectrum disorder. The implications are that sibling-focused interventions should focus on improving negative sibling relationships to reduce the impact on the difficulties of the typical development of the sibling of both genders and shape the content and delivery framework accordingly. This can be done by providing skills and approaches for enhancing sibling relationships so both parties benefit.

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