A Longitudinal Study of the Impact of Parental Involvement in School on Child’s Academic Achievement

2017 ◽  
Vol 17 (12) ◽  
pp. 119-138
Author(s):  
Soonbum Kwon ◽  
◽  
Wol-Seop Kim ◽  
Meejung Chin ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Parental Involvement ◽  
The Impact

Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

2017 ◽  
Vol 39 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Jamie D. Alexander ◽  
Ronald B. Cox ◽  
Andrew Behnke ◽  
Robert E. Larzelere
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Grade Point Average ◽  
Parental Behavior ◽  
Latino Youth ◽  
Work Schedule ◽  
Grade Point ◽  
Negative Behaviors ◽  
The Impact

High parental involvement has consistently been shown to enhance academic achievement among Latino youth. Still, some youth continue to thrive academically despite low parental involvement. The Theory of Rationality suggests that the impact of even potentially negative behaviors depends on how the behavior is interpreted. To test the application of this theory to parental “noninvolvement” among Latinos, we assessed how adolescent rationales about their parents’ noninvolvement in their schooling affected grade point average (GPA). Results showed that parental lack of transportation and feeling unwelcomed at school as reasons for noninvolvement were significantly and negatively related to GPA, and conflict with work schedule was significantly and positively related to GPA. Other reasons for noninvolvement were not significantly associated with GPA. Findings indicate that the meaning adolescents attribute to parental behavior may be a stronger predictor of academic achievement than the amount of involvement alone.

scholarly journals Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257223
Author(s):  
Dawn Adams ◽  
Stephanie Malone ◽  
Kate Simpson ◽  
Madonna Tucker ◽  
Ron M. Rapee ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Academic Outcomes ◽  
Strong Predictor ◽  
Autism Spectrum ◽  
Anxiety Reduction ◽  
Research Centre ◽  
Academic Learning ◽  
Academic Enablers ◽  
The Impact

Background Children on the autism spectrum are consistently reported to underachieve compared to ability. In typically developing children, anxiety is a strong predictor of poor school performance. Despite the high prevalence of anxiety disorders among children on the spectrum, the impact of their anxiety on academic achievement is under-researched. The main aim of this project is to determine the moderating role anxiety may have in the development of academic learning behaviours (academic enablers) in children on the spectrum. This project addresses a gap in knowledge about the possible associations between anxiety and academic achievement in children on the spectrum. Understanding these associations opens up the possibility of new intervention pathways to enhance academic outcomes through anxiety reduction/prevention. Methods This longitudinal study will aim to recruit 64 children on the spectrum aged 4–5 years and their parents. Information will be gathered from children, parents and teachers. Children will be randomly assigned to one of two conditions in order to experimentally manipulate anxiety levels in the sample: experimental (to receive an anxiety reduction/prevention program, N = 32) or control (no intervention/treatment as usual, N = 32). The primary outcome measures are child academic skills and enabling behaviours assessed using the Academic Competence Evaluation Scales and the WIAT-II. Anxiety will be assessed through parent and teacher report. Assessments will be conducted at baseline, post-experimental manipulation of anxiety, and within the first year of formal schooling. It is hypothesised that anxiety will moderate the relationship between autism characteristics and academic enablers. Dissemination Results will be disseminated through peer-reviewed manuscripts and conference presentations. Lay summaries will be provided to all participants and available on the research centre website.

scholarly journals The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 187-194
Author(s):  
Syed Afzal Shah ◽  
Sadaf Naz ◽  
Naeema Mumtaz
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Emotional Support ◽  
Sample Selection ◽  
Multiple Regression Model ◽  
Positive Influence ◽  
Male Students ◽  
Parental Communication ◽  
Role Of Parents ◽  
The Impact

This research was designed for discovering the effect of parental involvement as well as teachers involvement upon the students academic achievement at the secondary level. The research explored the impact of two characteristics of parental involvement i.e. parental communication, and their emotional support, and classroom security, and teachers motivation on students academic achievement. Sample selection was done through stratified random sampling. 1438 students were selected from 10th grade students. Data collection was done through self-developed and validated questionnaires. Multiple regression model, mean and standard deviation were used for the purpose of data analysis. The results indicate that parental communication has emerged as the major indicator of involvement of parents. Parental communication and parental emotional support has profound influence upon the academic achievement of students. Additionally, parental communication and their emotional support have deep positive influence on academic achievement of male students.

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>

An analysis of career maturity among Korean youths using latent growth modeling

2017 ◽  
Vol 38 (4) ◽  
pp. 434-449 ◽  
Author(s):  
Sung-Man Bae
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Career Counseling ◽  
Household Income ◽  
Career Maturity ◽  
Growth Modeling ◽  
Latent Growth Modeling ◽  
Latent Growth ◽  
The Impact ◽  
Over Time

This study examined the developmental trajectories of career maturity among Korean youths between late adolescence and mid-20s, and explored how career-counseling experiences, academic achievement, household income, parental involvement, and gender affected their career maturity. We used the 2,362 Youth Panel data collected between 2008–2014 by the Korea Employment Information Service. Career maturity increased linearly over time and decreased gradually after the fourth wave. Multivariate latent growth modeling revealed that a higher intercept of household income, academic achievement, and parental involvement were associated with a higher intercept of career maturity, whereas the effect of these variables on career maturity decreased over time. A higher intercept of career-counseling experiences was related to a higher intercept of career maturity. As the frequency of career-counseling experiences increased rapidly over time, so did career maturity. Career-counseling experiences and household income indirectly affected career maturity through the mediation of academic achievement. The female students’ level of career maturity was higher than that of the male students. However, this tendency decreased over time. This study’s results of the impact of career counseling on career maturity implies that schools should expand their career education and counseling programs.

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