The relations of parental supervision, parental school involvement, and child's social competence with school achievement in primary school

2019 ◽  
Vol 56 (8) ◽  
pp. 1246-1258 ◽  
Author(s):  
Andreja Brajša-Žganec ◽  
Marina Merkaš ◽  
Marija Šakić Velić
Keyword(s):  
Social Competence ◽  
Primary School ◽  
School Achievement ◽  
Parental Supervision ◽  
School Involvement ◽  
Parental School Involvement

scholarly journals Extent of Parental School Involvement on Pupils’ Academic Performance in Anambra State, Nigeria

2020 ◽  
Vol 3 (1) ◽  
pp. 507-513
Author(s):  
J.O. Enemuo ◽  
C .Y. Onyenwe
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
School Involvement ◽  
School Teachers ◽  
Primary School Teachers ◽  
Good Communication ◽  
Anambra State ◽  
Parental School Involvement ◽  
Research Questions

This study was carried out to investigate the extent of parental-school involvement on pupils’ academic performance in Anambra State. Four research questions and four null hypotheses guided the study. It adopted a descriptive survey research design. Two research questions guided the study. The population of the study consisted of 10,369 primary school teachers and 65,406 parents in Anambra state. The sample size for the study comprised of 736 which made up of 172 primary school teachers and 564 parents whose children/wards are in primary schools in Awka North, Awka south, Anambra, Dunukofia and Njikoka local Government Education Authorities were selected using multi-stage sampling. Data were collected using two structured questionnaires titled “Teachers Response on Parental School Involvement Questionnaire (TRPSIQ) and parent’s response on school involvement questionnaire (PRSIQ). The TRPSIQ and PRSIQ was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded an overall co-efficient of 0.83. mean was used to answer the research questions while standard deviation was used to check the closeness of the respondent’s response to the mean. The findings revealed that teachers and parents rated to a great extent parental involvement in child home-school communication and school volunteering for improvement in pupil’s academic performance. Based on the findings, the researcher recommended among others that schools should create good communication language style that will foster close interaction between the parents and the child as well as the parents and the schools.

Documentation-status concerns and Latinx parental school involvement.

2019 ◽  
Vol 5 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Fernanda L. Cross ◽  
Deborah Rivas-Drake ◽  
Stephanie Rowley ◽  
Erika Mendez ◽  
Charo Ledon ◽  
...  
Keyword(s):  
School Involvement ◽  
Parental School Involvement ◽  
Documentation Status

Friendship Quality and School Achievement: A Longitudinal Analysis During Primary School

2015 ◽  
Vol 31 (4) ◽  
pp. 297-314 ◽  
Author(s):  
Giulia Zucchetti ◽  
Filippo Candela ◽  
Beatrice Sacconi ◽  
Emanuela Rabaglietti
Keyword(s):  
Primary School ◽  
Longitudinal Analysis ◽  
School Achievement ◽  
Friendship Quality

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

2017 ◽  
Vol 51 (6) ◽  
pp. 793-813
Author(s):  
Jing Zhang ◽  
Jyoti Savla ◽  
Hsiu-Lan Cheng
Keyword(s):  
Social Capital ◽  
Young Adulthood ◽  
Family Cohesion ◽  
Educational Achievement ◽  
Cumulative Risk ◽  
Immigrant Parents ◽  
School Involvement ◽  
Mediating Effects ◽  
Parental School Involvement ◽  
Using Data

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

scholarly journals Linkage between interests and verbal fluency of primary school pupils

Psihologija ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 311-325 ◽  
Author(s):  
Slavica Maksic ◽  
Lazar Tenjovic
Keyword(s):  
Primary School ◽  
Verbal Fluency ◽  
Creative Thinking ◽  
Basic Characteristic ◽  
School Achievement ◽  
Scientific Interest ◽  
Theoretical Assumptions ◽  
The Subject ◽  
Primary School Pupils

The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.

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