scholarly journals A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Valerie J. Shute ◽  
Eric G. Hansen ◽  
Jody S. Underwood ◽  
Rim Razzouk
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Research Literature ◽  
School Level ◽  
Special Focus ◽  
High School Level ◽  
School Students ◽  
Multiple Variables ◽  
The Relationship

This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

2012 ◽  
Vol 47 (4) ◽  
pp. 706-742 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Secondary School Students ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
12Th Grade ◽  
Different Types ◽  
The Relationship

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

scholarly journals Academic Burnout and Academic Achievement among Secondary School Students in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Syprine Oyoo ◽  
Peter Mwaura ◽  
Theresia Kinai ◽  
Josephine Mutua
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
School Students ◽  
Academic Burnout ◽  
Context Data ◽  
Academic Grades ◽  
The Relationship

The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

scholarly journals A Study on Parental Involvement and Academic Achievement in Elementary School Students

2017 ◽  
Vol 9 (3-2) ◽  
Author(s):  
Ng Wee Kuan ◽  
Tan Wee Chuen
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Involvement ◽  
Primary School ◽  
Elementary School Students ◽  
Significant Relationship ◽  
Educational Outcomes ◽  
Survey Design ◽  
School Students ◽  
The Relationship

Previous findings indicated that greater parental involvement will lead to better educational outcomes (Hoover-Dempsey & Sandler, 1997). This research aims to examine the relationship between parental involvement and student’s academic achievement. A quantitative survey design was employed in the study. The samples were 150 families/parents of primary 3 students in a primary school at Johor Bahru. Pearson’s r correlation was used to examine the relationship between parental involvement and student’s academic achievement. However, contrary to previous findings, the results showed that there was no significant relationship between parental involvement and student’s academic achievement (n= 110; r= 0.175; p>0.05). In spite of the inconsistency, we found there is a significant relationship between the construct of parental self-efficacy and student’s academic achievement. 

scholarly journals The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Peipei Mao ◽  
Zhihui Cai ◽  
Jinbo He ◽  
Xinjie Chen ◽  
Xitao Fan
Keyword(s):  
Academic Achievement ◽  
Science Achievement ◽  
Meta Analysis ◽  
Research Literature ◽  
Effect Sizes ◽  
Future Research ◽  
School Students ◽  
Societal Relevance ◽  
The Relationship ◽  
Attitude Toward Science

Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p &lt; 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

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