عنوان انگلیسی مقاله:

Parental involvement and student achievement in two language domains: Indirect relations and generalizability across migration status

ترجمه عنوان مقاله: مشارکت والدین و پیشرفت تحصیلی دانش آموزان در دو حوزه زبان: روابط غیر مستقیم و تعمیم در بین وضعیت مهاجرت

رشته: مدیریت آموزشی

سال انتشار: 2017

تعداد صفحات مقاله انگلیسی: 5 صفحه

منبع: الزویر و ساینس دایرکت

نوع فایل: pdf

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چکیده مقاله

This study assesses students’ reports of two facets of parental involvement (i.e., family activity and parents’ subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1: N = 4476) and English language (Sample 2: N = 4440). The aim was to test the direct and indirect relations between the two facets of parental involvement and student achievement and the generalizability of mean levels and patterns of relations across students’ migration status. The results did not demonstrate any significant direct relations between both facets of parental involvement and student achievement. However, in both language domains, family activity was found to be indirectly related to student achievement with students’ domain-specific academic self-concept serving as a mediator variable. The student sample was divided into four groups of students with differentmigration status (students and parents born in Germany; only one parent born in Germany; only the student born in Germany; student and parents born abroad).

For both language domains, the pattern of relations between the two facets of parental involvement and student achievementwas invariant across these groups of students.When considering mean level differences, the students reported similar levels of parents’ subjective importance across the four groups with respect to both German and English languages. Regarding family activity in the domain of German language, students whose parents had both been born abroad reported lower mean levels. Mean level differences in the level of family activity in the domain of English language were found to be less clear-cut

Keywords: Parental involvement, Achievement, Self-concept,Mediation, Migration status, Adolescence

مقدمه مقاله

Students’ achievement has multiple determinants on the individual student level such as students’ cognitive abilities (IQ; Frey & Detterman, 2004; Furnham&Monsen, 2009; Spinath, Spinath, & Plomin, 2008),motivation and emotion (Marsh & Craven, 2006; Pekrun, 2006), and learning behavior (e.g., self-regulation, Zimmerman, 2008). However, student achievement can also be influenced by students’ social environment including experiences with peers, teachers, and parents (e.g., Wentzel, Russell, & Baker, 2016).

Regarding parental influence, a line of research focuses on the construct of parental involvement which encompasses different practices and behaviors of parents, all aiming to contribute to, and support the educational achievement and progress of their children (see for example Jeynes, 2005; Reynolds, 1992). The present study adds to research on parental involvement by examining several outstanding research questions simultaneously. We target the question of an indirect relation between parental involvement and student achievement mediated through students’ academic self-concept.

Moreover, this study explores differences in the mean levels and in the relation between parental involvement and achievement across students with different migration status. To investigate these research questions, two facets of parental involvement (i.e., family activity and parents’ subjective importance) are considered in two language domains (i.e., German and English), thus taking into account the multidimensionality and domain specificity of parental involvement.

 

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