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The relationships between the dimens...

Brown, Janis Devon.

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The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement./
作者:	Brown, Janis Devon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-03, Section: B, page: 1669.
Contained By:	Dissertation Abstracts International61-03B.
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9966739
ISBN:	9780599709768

The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement.
Brown, Janis Devon.

The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 165 p.

Source: Dissertation Abstracts International, Volume: 61-03, Section: B, page: 1669.

Thesis (Ph.D.)--Howard University, 1999.

Researchers, educators and policy makers seek ways to restructure schooling and to improve achievement. These groups need guidance on malleable characteristics that are susceptible to change. In recent years, many have focused on parental involvement as an avenue to affect school structure, psychosocial and performance-related issues. Self-concept is another construct that affects academic achievement. Changes to these adolescent and parental characteristics are possible regardless of cultural differences, but often vary because of these differences.

ISBN: 9780599709768Subjects--Topical Terms:

516948
Developmental psychology.

The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement.
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245 1 4 $a The relationships between the dimensions of self -concept and the dimensions of parental involvement: Racial/ethnic differences and the impact on academic achievement.
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300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-03, Section: B, page: 1669.
500 $a Adviser: Serge Madhere.
502 $a Thesis (Ph.D.)--Howard University, 1999.
520 $a Researchers, educators and policy makers seek ways to restructure schooling and to improve achievement. These groups need guidance on malleable characteristics that are susceptible to change. In recent years, many have focused on parental involvement as an avenue to affect school structure, psychosocial and performance-related issues. Self-concept is another construct that affects academic achievement. Changes to these adolescent and parental characteristics are possible regardless of cultural differences, but often vary because of these differences.
520 $a The dual purpose of this research study is first, to explore the relationships among the dimensions of self-concept and the dimensions of parental involvement, and their respective and combined effects on academic achievement; and second, to examine racial/ethnic differences in the relationships between the dimensions of self-concept and the dimensions of parental involvement.
520 $a Data were extracted from the National Education Longitudinal Study of 1988 (NELS:88) database. Data analyzed in this study are from the base year data, which were collected in 1988, and the first and second follow-ups, which were conducted in 1990 and 1992. In addition to students, parents were also surveyed. The variables of interest included four dimensions of self-concept, three dimensions of parental involvement, and reading and mathematics achievement. Canonical analysis was the primary statistical method used in this study. Multiple regression and analysis of covariance were also employed.
520 $a The results indicate that increased self-concept is associated with higher parental involvement; exploring both the dimensions of self-concept and the dimensions of parental involvement provides more information about the differences in academic achievement than can be explained by any one variable alone; the impact of some of the dimensions of parental involvement on academic achievement changes over time; and there are some racial/ethnic differences in the impact of the dimensions of self-concept and the dimensions of parental involvement on academic achievement over time.
520 $a Program developers, who are interested in educational and academic improvement, must establish programs that are comprehensive. Programs must integrate efforts that address adolescent self-concept, parental involvement, school violence, and other issues that may impact achievement. Future studies should focus on developing better and integrative models of academic achievement from an ecological perspective.
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