The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks

Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.

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Relationships and differences on self -regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia

10.33915/etd.2342 ◽

2001 ◽

Author(s):

Samuel R. Heastie

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

West Virginia ◽

Parental Involvement ◽

School Students ◽

Self Regulated Learning ◽

Regulated Learning ◽

Rural West Virginia

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The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

Electronic Journal of Research in Educational Psychology ◽

10.25115/ejrep.v19i54.3584 ◽

2021 ◽

Vol 19 (54) ◽

pp. 247-272

Author(s):

Mohamed Omer Ali Elhassan ◽

Ida Hartina Ahmed Tharbe ◽

Ahmad Shamsuri Muhamad

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Goal Orientation ◽

Structural Equation ◽

English Language ◽

School Students ◽

Incremental Belief ◽

Entity Belief ◽

The Relationship

Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

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