Parental Involvement as a Protective Factor During the Transition to High School
The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct part...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2009-01, Vol.103 (1), p.53-62 |
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| container_title | The Journal of educational research (Washington, D.C.) |
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| creator | Chen, Wei-Bing Gregory, Anne |
| description | The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents' school performance. |
| doi_str_mv | 10.1080/00220670903231250 |
| format | Article |
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With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents' school performance.</description><identifier>ISSN: 0022-0671</identifier><identifier>EISSN: 1940-0675</identifier><identifier>DOI: 10.1080/00220670903231250</identifier><identifier>CODEN: JEDRAP</identifier><language>eng</language><publisher>Bloomington: Taylor & Francis Group</publisher><subject>Academic Achievement ; Adolescents ; Behavior ; Behavior Problems ; Child development ; Children & youth ; Education ; Educational Attainment ; Elementary school students ; Encouragement ; Expectation ; Gender Differences ; Grade 9 ; Grade Point Average ; Grades (Scholastic) ; High School Students ; High schools ; Homework ; Influence ; Learning ; Low Achievement ; low-achieving ; Outcomes of Education ; Parent Child Relationship ; Parent Influence ; Parent Participation ; Parent School Relationship ; Parental expectations ; parental involvement ; Parents ; Parents & parenting ; Participation ; Racial Differences ; Secondary school students ; Secondary schools ; Socioeconomic factors ; Student Participation ; Student teacher relationship ; Students ; Studies ; System theory ; Teachers ; Teenagers</subject><ispartof>The Journal of educational research (Washington, D.C.), 2009-01, Vol.103 (1), p.53-62</ispartof><rights>Copyright Taylor & Francis Group, LLC 2009</rights><rights>Copyright 2010 Helen Dwight Reid Educational Foundation</rights><rights>Copyright Taylor & Francis Inc. 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c416t-8b4225df37c4781d1ad5ae545544d545451bac37cec3768a0f7aa18621f4fbb73</citedby><cites>FETCH-LOGICAL-c416t-8b4225df37c4781d1ad5ae545544d545451bac37cec3768a0f7aa18621f4fbb73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/40539750$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/40539750$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ860539$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Wei-Bing</creatorcontrib><creatorcontrib>Gregory, Anne</creatorcontrib><title>Parental Involvement as a Protective Factor During the Transition to High School</title><title>The Journal of educational research (Washington, D.C.)</title><description>The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. 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| subjects | Academic Achievement Adolescents Behavior Behavior Problems Child development Children & youth Education Educational Attainment Elementary school students Encouragement Expectation Gender Differences Grade 9 Grade Point Average Grades (Scholastic) High School Students High schools Homework Influence Learning Low Achievement low-achieving Outcomes of Education Parent Child Relationship Parent Influence Parent Participation Parent School Relationship Parental expectations parental involvement Parents Parents & parenting Participation Racial Differences Secondary school students Secondary schools Socioeconomic factors Student Participation Student teacher relationship Students Studies System theory Teachers Teenagers |
| title | Parental Involvement as a Protective Factor During the Transition to High School |
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