| 008 |
|
200331n^^^^^^^^xx^a^^^^o^^^^^|||^u^eng^d |
| 024 |
7 |
|a LB1048.5.R48 2006_ReynerJasmine |2 BU-Local |
| 245 |
10 |
|a Children's perceptions of parental involvement |h [electronic resource]. |
| 260 |
|
|a Miami, Fla. : |b Barry University, |c 2006. |
| 300 |
|
|a 49 leaves : |b ill. ; |c 28 cm |
| 490 |
|
|a Barry University Theses -- College of Arts and Sciences – Psychology. |
| 502 |
|
|a Thesis (S.S.P.)--Barry University, 2006. |
| 504 |
|
|a Includes bibliographical references (leaves 33-37). |
| 506 |
|
|a Copyright Jasmine Reyner. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
| 520 |
3 |
|a Parental involvement has been found to be a strong predictor of child academic success. However, little research has explored the relationship between children’s perceptions of parental involvement and academic achievement. The studies that have focused on this particular topic have found that children’s perceptions are strong predictors of their academic success. The purpose of this study was to examine children’s perceptions of three types of parental involvement (learning at home, communicating and parental aspirations and expectations) and its relation to academic achievement. Participants were 41 second graders (17 boys, 24 girls) and 51 third graders (26 boys, 25 girls). The students viewed a series of drawings depicting high, medium, and low levels of involvement of each type of parental involvement and were read a script explaining what each drawing was about. Students were then required to choose the drawing that was most representative of their situation at home. The students were then given a multiple-choice parent questionnaire to take home to their parents/guardians who were asked to fill out the questionnaire and then return them by mail. The materials were the same pictures that the children had seen and the accompanying script. The parents or guardians were required to choose one of three pictures that they believed best represented their levels of parental involvement for each of the three types of involvement. It was hypothesized that GPA would be predicted by perceptions of parental involvement. It was expected that there would be some correlation between both informants (parent and child) in terms of perceived levels of involvement. It was also expected that those children whose parents return the questionnaires would have higher perceptions of parental involvement. Analyses indicated that children’s perceptions of parental involvement did not predict academic achievement. Furthermore, there was a relationship between children and parent responses with regard to the parental involvement variable communicating. There was also no difference in GPA between those children whose parents returned the completed materials and those children whose parents did not return the completed materials. |
| 533 |
|
|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
| 535 |
1 |
|a Barry University Archives and Special Collections. |
| 650 |
0 |
|a Education, Elementary |x Parent participation. |
| 830 |
0 |
|a Barry University Digital Collections. |
| 830 |
0 |
|a Theses and Dissertations. |
| 852 |
|
|a BUDC |c Theses and Dissertations |
| 856 |
40 |
|u http://sobekcmsrv.barrynet.barry.edu/AA00001340/00001 |y Click here for full text |
| 992 |
04 |
|a https:/budc.barry.edu/content/AA/00/00/13/40/00001/LB1048_5_R48 2006_ReynerJasminethm.jpg |
| 997 |
|
|a Theses and Dissertations |
