The home and family environment and its impact on school performance
Bibliographic Data
| ID | 20455091 |
|---|---|
| Authors | Ken Jubber (University of Cape Town, corresponding author) |
| Year | 1990 |
| Volume | 21 |
| Issue | 1 |
| Pages | 1-11 |
| Publication date | 1990-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | South African Journal of Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0258-0144 • E-ISSN: 1999-9135 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02580144.1990.10432105 |
| OpenAlex | W2085946113 |
| Language | EN |
| References cited | 6 |
In this article the author used the findings from a survey of the home and family environments of 267 white Std 4 pupils to identify those home and family variables which correlated most significantly with a child's school performance as determined by his or her standard position. The sampling frame adopted consisted of a stratified random sampling of all the white Cape Peninsula junior schools and a purposive proportional sampling of Std 4 pupils within the sample of schools. The IQ scores and class examination results of the pupils were obtained and this data with the information obtained from interviewing the parents of the sample of pupils constituted the data base of the survey. An operational definition of 'school performance' is provided and an examination of how school performance is related to specific domestic and familial variables is presented. Most of the variables tested were associated with school performance in the directions expected but not all the associations were statistically significant. Variables considered, ranked in order of statistical significance, for association with school performance were: parental education expectations, father's work category, mother's level of education, number of children, mother's work category, and family structure
Diverse Education Studies and Reforms · Parental Involvement in Education · Psychology
| Highly cited | No |
|---|