Parental Influence and Academic Achievement among Middle School Students

Parent Perspective

Dados Bibliográficos

ID2168504
AutoresBrian Trung Lam, Elena Ducreux
Ano2013
Volume23
Fascículo5
Páginas579-590
Data de publicação2013-07-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Human Behavior in the Social Environment (JOURNAL)
Identificadores do periódicoISSN: 1091-1359 • E-ISSN: 1540-3556
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911359.2013.765823
OpenAlexW1977512631
IdiomaEN
Citações recebidas6
Referências 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