School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement

Autor/in	Stewart, Endya B.
Titel	School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement
Quelle	In: Education and Urban Society, 40 (2008) 2, S.179-204 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124507304167
Schlagwörter	Parent Participation; Academic Achievement; Parent School Relationship; Grade 10; Organizations (Groups); Peer Groups; Predictor Variables; High School Students; Student Motivation; Parent Child Relationship; Peer Relationship; Educational Environment; Institutional Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Gleichaltrigengruppe; Peer Group; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level predictors, such as student effort, parent-child discussion, and associations with positive peers, play a substantial role in increasing students' achievement. Furthermore, the results also suggest that school climate--in particular, the sense of school cohesion felt by students, teachers, and administrators--is important to successful student outcomes. In total, school structural characteristics were found to have relatively small effects on student achievement when compared with individual-level characteristics. Given these results, interventions aimed at improving academic achievement need take into consideration the impact of individual-level and school structural factors on students and their ability to succeed. (Contains 2 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10