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The relationship between the academi...

Mitchell, Randolph.

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The relationship between the academic performance and parent configuration of African American 11th-grade students in an urban school system.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between the academic performance and parent configuration of African American 11th-grade students in an urban school system./
作者:	Mitchell, Randolph.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0558.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9962675
ISBN:	0599667486

The relationship between the academic performance and parent configuration of African American 11th-grade students in an urban school system.
Mitchell, Randolph.

The relationship between the academic performance and parent configuration of African American 11th-grade students in an urban school system. - 130 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0558.

Thesis (Ph.D.)--George Mason University, 2000.

This study's primary emphasis centered on the relationship between academic performance and parent configuration, combined with the comparatively mediocre level of academic success among African American children in recent years. Given the problem of this mediocre academic performance, future economic and social gains historically made by African Americans could be jeopardized. The study participants were a randomly assigned group of 138 African American, male and female, 11th-grade students attending school in a small urban school system. The parental configurations of emphasis were two-parent households and single-parent, female-headed households, which account for about 95% of the homes in the African American community (Smith & Horton, 1997).

ISBN: 0599667486Subjects--Topical Terms:

539262
Education, Secondary.

The relationship between the academic performance and parent configuration of African American 11th-grade students in an urban school system.
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500 $a Chair: Gerald Wallace.
502 $a Thesis (Ph.D.)--George Mason University, 2000.
520 $a This study's primary emphasis centered on the relationship between academic performance and parent configuration, combined with the comparatively mediocre level of academic success among African American children in recent years. Given the problem of this mediocre academic performance, future economic and social gains historically made by African Americans could be jeopardized. The study participants were a randomly assigned group of 138 African American, male and female, 11th-grade students attending school in a small urban school system. The parental configurations of emphasis were two-parent households and single-parent, female-headed households, which account for about 95% of the homes in the African American community (Smith & Horton, 1997).
520 $a The independent variables of the student's parent configuration, gender, socioeconomic status (SES), attendance, standardized test scores, and self-concept were considered, individually and in combination, for their relative significance and influence in predicting the students' academic performance (GPA).
520 $a Research method used in this study consisted of a number of t-tests, a correlation matrix, the Multiple Linear Regression analysis, and a chi-square analysis. The t-tests were instrumental in revealing many important details regarding sub-groups among this student population. A correlation matrix revealed that a significant correlation existed among three independent variables and the dependent variable. Results of the regression analysis revealed that among the three predictors, the students' standardized test scores were the most significant, accounting for about 20% of the variance in GPA. Attendance was the second most significant predictor of GPA with 7% of the variance in this dependent variable. Self-concept was the last predictor of GPA accounting for 4% of its' variance.
520 $a The chi-square analysis of parent configuration on attendance revealed a relationship between these two variables and suggested a strong association between parent configuration and academic performance. The indication that parent configuration and attendance are related made clear the implications of parent configuration's influence on academic achievement in this study.
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