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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.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The relationships between the dimensions of self -concept and the dimensions of parental involvement: /
Reminder of title:	Racial/ethnic differences and the impact on academic achievement.
Author:	Brown, Janis Devon.
Description:	1 online resource (165 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 61-03, Section: B, page: 1669.
Contained By:	Dissertation Abstracts International61-03B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (165 pages)

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

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

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9780599709768Subjects--Topical Terms:

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

554714
Electronic books.

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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100 1 $a Brown, Janis Devon. $3 1190404
245 1 4 $a The relationships between the dimensions of self -concept and the dimensions of parental involvement: $b Racial/ethnic differences and the impact on academic achievement.
264 0 $c 1999
300 $a 1 online resource (165 pages)
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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.
504 $a Includes bibliographical references
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.
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
650 4 $a Social psychology. $3 554804
650 4 $a Individual & family studies. $3 1181440
650 4 $a Ethnic studies. $2 bicssc $3 809601
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Howard University. $3 1190405
773 0 $t Dissertation Abstracts International $g 61-03B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9966739 $z click for full text (PQDT)