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Formal and Informal Parental Involvement and Children's Academic Achievement.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Formal and Informal Parental Involvement and Children's Academic Achievement./
作者:	Sudit, Anna.
面頁冊數:	1 online resource (44 pages)
附註:	Source: Masters Abstracts International, Volume: 57-06.
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780438054035

Formal and Informal Parental Involvement and Children's Academic Achievement.
Sudit, Anna.

Formal and Informal Parental Involvement and Children's Academic Achievement. - 1 online resource (44 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.S.)--California State University, Fullerton, 2018.

Includes bibliographical references

Researchers have found that parental involvement plays an important role in children's learning and development. Students generally score higher on educational achievement tests, have better attendance at school, and are more likely to continue their postsecondary education when parents are actively involved in their schooling (Martinez, 2004). However, parental involvement requires the investment of time, and some parents are unable to be present at the school to attend PTA meetings or volunteer during a class. Parents who are busy during the day may only be involved with the child at home by helping with homework, discussing important academic concepts, and reading to the child. This study examines the relationship between children's academic achievement and two types of parental involvement: in-school (formal) and at-home (informal). This study used data from the national Early Childhood Longitudinal Study -- Kindergarten Cohort (ECLS-K), which included a sample of approximately 18,200 kindergarteners and their parents. This study examined whether both formal and informal parental involvement were positively related to students' academic outcomes in math, reading, and science. Results of the study partially supported hypotheses. In addition, the current study examined whether parental involvement in both contexts, formal and informal, was better for students' academic achievement than if the parent was only involved in one context. Results of the study did not support this hypothesis.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438054035Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Formal and Informal Parental Involvement and Children's Academic Achievement.
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245 1 0 $a Formal and Informal Parental Involvement and Children's Academic Achievement.
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500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Susan R. Sy.
502 $a Thesis (M.S.)--California State University, Fullerton, 2018.
504 $a Includes bibliographical references
520 $a Researchers have found that parental involvement plays an important role in children's learning and development. Students generally score higher on educational achievement tests, have better attendance at school, and are more likely to continue their postsecondary education when parents are actively involved in their schooling (Martinez, 2004). However, parental involvement requires the investment of time, and some parents are unable to be present at the school to attend PTA meetings or volunteer during a class. Parents who are busy during the day may only be involved with the child at home by helping with homework, discussing important academic concepts, and reading to the child. This study examines the relationship between children's academic achievement and two types of parental involvement: in-school (formal) and at-home (informal). This study used data from the national Early Childhood Longitudinal Study -- Kindergarten Cohort (ECLS-K), which included a sample of approximately 18,200 kindergarteners and their parents. This study examined whether both formal and informal parental involvement were positively related to students' academic outcomes in math, reading, and science. Results of the study partially supported hypotheses. In addition, the current study examined whether parental involvement in both contexts, formal and informal, was better for students' academic achievement than if the parent was only involved in one context. Results of the study did not support this hypothesis.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
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