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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 12 / 102

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Chapter 1

STATEMENT OF THE PROBLEM

Overview

In recent years, parental involvement has become the focus of attention for many

researchers interested in investigating factors that influence academic achievement.

While there are many possible reasons for this continued interest, it is important to

continuously re-evaluate the factors that influence academic progress as a means of

reducing social inequality and narrowing the gap between rich and poor. According to

Becker (1993) “Education and training are the most important investments in human

capital […] high school and college education in the United States greatly raise a

person’s income, even after netting out direct and indirect costs of schooling…” (p.17).

The numerous studies in this area have utilized a variety of different sample groups,

methodologies, and variables to evaluate the existence and strength of the relationship

between parental involvement and achievement. Because there are many different ways

in which a parent can become involved in their children’s scholastic activities,

researchers have examined a myriad of different factors under the all-encompassing term

of parental involvement. The purpose of this study is to replicate an earlier study that

found that many types of parental involvement are positively correlated with the child’s

academic achievement.

Some examples of parental involvement types investigated in these studies include:

parents discussing school events and activities with their children; parents helping their

children with class or program selection; parents knowing the parents of their child’s

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