The Associations Between Parent Attitudes and Behaviors and Child Self-concept and Academic Achievement
The Associations Between Parent Attitudes and Behaviors and Child Self-concept and Academic Achievement

Author: Morgan Bobo

Publisher:

Published: 2015

Total Pages: 288

ISBN-13:

DOWNLOAD EBOOK

The objective of this study was to evaluate associations between parent academic expectations/aspirations and involvement behaviors, academic achievement, and academic self-concept among youth in elementary school. Measures include: the Scale of Educational Aspirations and Expectations for Adolescents, the Parent Report of Home-based and School-based Involvement Activities Scales, the Self-Description Questionnaire I, and the Illinois Standards Achievement Test. A total of 55 fourth or fifth grade children enrolled in one of two rural Midwestern elementary schools and their parents participated. Mixed results were observed with respect to the relations among parent reported expectations, child academic achievement and self-concept. Child perceptions of parent expectations and involvement behaviors were significantly correlated with academic self-concept. However, there were significant differences between schools. Finally, non-minority children obtained higher scores for self-concept in mathematics than minority children. Potential concerns with sample size and construct measurement are explored. Implications for policy and classroom interventions are also discussed.

Relations Between Student Perceptions of Teacher and Parent Expectations, Student Motivation, Learning, and Achievement
Relations Between Student Perceptions of Teacher and Parent Expectations, Student Motivation, Learning, and Achievement

Author: Asma Shah

Publisher:

Published: 2016

Total Pages: 336

ISBN-13:

DOWNLOAD EBOOK

Research on the impact of expectancy on achievement is mostly conducted from the teachers’ or parents’ perspectives. However, research has also found that students’ cognitive, emotional, and social awareness can significantly alter and direct their behaviour within their learning environments. Despite the importance of student perceptions, in a recent survey by the Ministry of Education, students indicated their perspectives in class to be a crucial yet absent element of effective learning. Focusing on students as part of the solution, the current study assessed the relations between students’ perceptions of parent and teacher expectations and student motivation, learning, and achievement. The study also explored students’ views on learning improvements within class and home contexts. A concurrent mixed methods design was adopted. Likert scale survey ratings from 917 Year 7 and 8 students were analysed. Perceptions of teacher and parent expectations were predictive of student self-efficacy, conceptions of learning, deep and strategic learning approaches, and achievement. Further, perceptions of teacher expectations emerged as the stronger predictor of the dependent variables. Students who perceived parents and teachers as having high expectations scored highly in student motivation and learning compared to students who perceived parents and teachers as having lower expectations. Moreover, high perceptions of teacher expectations emerged as having a buffering effect on low perceptions of parent expectations. Thematic analysis of students’ responses revealed teacher expectations, supportive student-adult relationships, awareness of student perspectives, and quality instructions and feedback as the most prominent influences on student learning. The study urges formation of school-level systems to promote students’ perceptions of learning and teaching within class. Further, the study reinforces fostering parental involvement in the form of high expectations and autonomy-oriented learning involvement at home. Educational implications of the findings are discussed.