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The Relationships Between Parental Influence and Student Achievement in Seventh Grade Mathematics
Author(s) -
Wang Jianjun,
Wildman Louis,
Calhoun George
Publication year - 1996
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1996.tb15862.x
Subject(s) - mathematics education , feeling , psychology , student achievement , academic achievement , general partnership , statistical analysis , longitudinal study , developmental psychology , social psychology , mathematics , statistics , political science , law
Parental influence has been identified as an important factor affecting student achievement, but the variables addressed by various parent‐school partnership programs vary, and lack literature support. This deficiency was ameliorated in this study through an analysis of a national data base from the Longitudinal Study of American Youth (LSAY). AH parental variables investigated in LSAY were considered in this study, and significant variables of students' achievement in seventh grade mathematics were selected through the Backward Elimination Procedure in the Statistical Analysis System (SAS). The results show that those variables significant at α= .05 have accounted for around 22% variability of the student achievement. A further analysis of the empirical results seems to indicate that parent education and encouragement are strongly related to improved student achievement. However, parents should attempt to understand students' feeling, and expect students to take the full responsibility for their successes in the school.