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An examination of the relationship b...

Jacob, John K.

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An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students./
作者:	Jacob, John K.
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3529.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419894
ISBN:	9781124202792

An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students.
Jacob, John K.

An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students. - 114 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3529.

Thesis (Ph.D.)--Capella University, 2010.

This study examined the relationship between intelligence and state achievement test scores in relation to perceived parental involvement, expectation and parenting style of middle school students. Data was collected on the California state achievement test (STAR) completed by participants in June 2008. Psychometric assesments were conducted on these students in a group setting using the Ravens Standard Progressive Matrices. Questionnaires were also completed by students at the beginning of the IQ test administration in June 2008. Data were analyzed using correlational analysis to determine the strength of the relationship between STAR achievement test scores and IQ scores for the student population. A three-way factorial analysis was used along with multiple regression analysis to determine the individual impact of each of the independent variables on the dependent variables. Results indicated that correlation exists between IQ scores and academic achievement on the STAR math test. Parental expectations were also a significant positive predictor of IQ scores. The greatest predictor of academic achievement in math however was a student's perception of their parents as demanding. Perceived parental involvement was not a significant predictor of academic achievement.

ISBN: 9781124202792Subjects--Topical Terms:

1030813
Education, Middle School.

An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students.
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520 $a This study examined the relationship between intelligence and state achievement test scores in relation to perceived parental involvement, expectation and parenting style of middle school students. Data was collected on the California state achievement test (STAR) completed by participants in June 2008. Psychometric assesments were conducted on these students in a group setting using the Ravens Standard Progressive Matrices. Questionnaires were also completed by students at the beginning of the IQ test administration in June 2008. Data were analyzed using correlational analysis to determine the strength of the relationship between STAR achievement test scores and IQ scores for the student population. A three-way factorial analysis was used along with multiple regression analysis to determine the individual impact of each of the independent variables on the dependent variables. Results indicated that correlation exists between IQ scores and academic achievement on the STAR math test. Parental expectations were also a significant positive predictor of IQ scores. The greatest predictor of academic achievement in math however was a student's perception of their parents as demanding. Perceived parental involvement was not a significant predictor of academic achievement.
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