Parental Influence and Academic Achievement among Middle School Students

Parent Perspective

Datos Bibliográficos

ID2168504
AutoresBrian Trung Lam, Elena Ducreux
Año2013
Volumen23
Número5
Páginas579-590
Fecha de publicación2013-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Human Behavior in the Social Environment (JOURNAL)
Identificadores de la revistaISSN: 1091-1359 • E-ISSN: 1540-3556
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911359.2013.765823
OpenAlexW1977512631
IdiomaEN
Citas recibidas6
Referencias citadas17

This study examined the effects of parental influence on middle school students' academic achievement. The sample included 32 parents of middle school students. The questionnaire measured: parental pressure and support; parental help, monitoring, and press for literacy; and communication. There was a relationship that approached significance between communication and academic achievement: as communication increased, academic achievement increased. There was also a relationship that approached significance between parental help, monitoring, and press for literacy and parents' highest level of education: the higher the level of education of parents, the more involved parents were. The implication for school social workers is discussed

Academic achievement · Developmental psychology · Literacy · Pedagogy · Perspective (graphical · Sample (material · Diverse Education Studies and Reforms · Family and Disability Support Research · Parental Involvement in Education · Psychology