Parental Involvement as a Protective Factor during the Transition to High School

Autor/inn/en	Chen, Wei-Bing; Gregory, Anne
Titel	Parental Involvement as a Protective Factor during the Transition to High School
Quelle	In: Journal of Educational Research, 103 (2009) 1, S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Grade Point Average; Parent Participation; Adolescents; Parent School Relationship; Parent Child Relationship; Grade 9; Expectation; Grades (Scholastic); Educational Attainment; Gender Differences; Racial Differences; Student Participation; Parent Influence; Academic Achievement; High School Students; Low Achievement + Suchen Sie Ihr Suchwort? Elternmitwirkung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09; Expectancy; Erwartung; Notenspiegel; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Rassenunterschied; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung
Abstract	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. (Contains 5 tables.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10