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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 63 / 102

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standardized coefficients for the math score are B = .14 (p < .001), and B = .12 (p < .001)

for the combined reading/math variable. In Jeynes’ original study, the family structure

variable for math was B = .16 (p < .001) and the score for the combined math/reading

variable was B = .13 (p < .001). Over the last ten years, the coefficients have remained

unchanged to some extent, and family structure is shown to have a relatively weak effect

on academic achievement in both studies. In this replication of Jeynes’ study, after

controlling for all other independent variables in the model, children from intact family

structure score, on average, .14 standard deviations higher on the math variable and .12

standard deviations higher on the combined math/reading variable than children from

non-intact families. In the original study, children from intact families scored, on average,

.16 standard deviations higher on the math variable and .13 standard deviations higher on

the combined math/reading score than children from non-intact families, after controlling

for all other variables in the model. Looking at the unstandardized regression coefficients

in Table 3 (below) the intact family variable is b= 2.46 (p < .001) which can be thought

of as the adjusted difference in means After controlling for all other independent

variables in the model, children from intact families score, on average, 2.46 points higher

on the 1st wave follow-up math variable, than children from other family structure types.

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