Maternal and Teacher Interaction and Student Engagement in Math and Reading Among Mexican American Girls From a Rural Community
Bibliographic Data
| ID | 6064879 |
|---|---|
| Authors | Rebeca Mireles-Rios (0000-0002-3735-7674, University of California, Santa Barbara, Santa Barbara, CA, USA,), Laura F Romo (0000-0001-5528-2170, University of California, Santa Barbara, Santa Barbara, CA, USA) |
| Year | 2010 |
| Volume | 32 |
| Issue | 3 |
| Pages | 456-469 |
| Publication date | 2010-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0739986310374020 |
| OpenAlex | W2080715217 |
| Language | EN |
| Citations received | 6 |
| References cited | 31 |
In this study, 69 Mexican American elementary school girls in Grades 3 through 6 (age 8-13 years) from an agricultural community were interviewed regarding their perceptions of the frequency of communication with their mothers about education and their interaction with their teachers. The authors examined how these variables were associated with the girls’ grades in math and reading and the extent to which they liked these academic subjects. Increased communication with mothers about their grades was associated with girls reporting higher grades in math and liking math and reading. The more the students perceived their teachers to care about their education the better their grades in math. Also, girls with higher grades in reading perceived their teacher as more friendly. The results of the study suggest that elementary school Latina girls receive messages from mothers and teachers about education that positively influence their academic performance and engagement in core subjects
Developmental psychology · Mathematics education · Perception · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
Student motivation in middle school
Racial Disparities and Discrimination in Education
Research on the self-fulfilling prophecy and teacher expectations.
Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.
Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
Parental Involvement and Students' Academic Achievement
Expanding Knowledge of Parental Involvement in Children's Secondary Education
Comparing measures of parental involvement and their effects on academic achievement
The Influence of Family Regulation, Connection, and Psychological Autonomy on Six Measures of Adolescent Functioning
Connection and Regulation at Home and in School
Classroom Belonging among Early Adolescent Students
Educational Aspirations of Minority Youth
Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents
The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents
Parents' Management of Their Children's Education Within the Home, at School, and in the Community
Immigration from Mexico into the Math/Science Pipeline in American Education
Going to College
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
Students' Perceptions of Membership in Their High Schools
Parent-Child Differences in Educational Expectations and the Academic Achievement of Immigrant and Native Students
| Citations per year | 0.46 |
|---|---|
| Citation span | 2013 - 2020 (8) |
| Highly cited | No |