The Reciprocal Relationship between Parental Involvement and Mathematics Achievement: Autoregressive Cross-Lagged Modeling

Autor/inn/en	Hong, Sehee; Yoo, Sung-Kyung; You, Sukkyung; Wu, Chih-Chun
Titel	The Reciprocal Relationship between Parental Involvement and Mathematics Achievement: Autoregressive Cross-Lagged Modeling
Quelle	In: Journal of Experimental Education, 78 (2010) 4, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Mathematics Achievement; Parent Participation; Parent School Relationship; Reinforcement; Comparative Analysis; High School Students; Correlation; Values; Parent Influence; Gender Differences; Longitudinal Studies + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Positive Verstärkung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Wertbegriff; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study focused on comparing the longitudinal associations between two types of parental involvement (i.e., mathematics value and academic reinforcement) and high school students' mathematics achievement, using data from the Longitudinal Study of American Youth (LSAY). Results, based on multivariate autoregressive cross-lagged modeling, indicated that parents' academic reinforcement had no effect on students' mathematics achievement and vice versa; however, a statistically significant positive reciprocal influence existed between parents' mathematics value and students' mathematics achievement throughout high school. This result not only reaffirms that parental involvement is a multidimensional construct but also implies that parental involvement has a domain-specific effect. Results from multigroup analyses revealed that students' gender did not have a differential effect on these associations. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10