Do parents make a difference to children's academic achievement? Differences between parents of higher and lower achieving students
Do parents make a difference to children's academic achievement? Differences between parents of higher and lower achieving students
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DOI：
10.1080/03055690500415746
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发表时间：
2005-12-01
影响因子：
1.7
通讯作者：
Harvey, D
中科院分区：
文献类型：
--
作者：
Jacobs, N;Harvey, D
通过对墨尔本 9 所男女同校私立学校的 432 名家长进行测试，调查了家庭因素在决定学业成绩方面的差异。根据中学最后一年的学生成绩 (ENTER) 分数和学校进步指数，对学校进行排名并分为三组（高、中、低）。家长填写了一份调查问卷，调查他们对学校环境的态度、他们的愿望、期望、鼓励和对孩子教育的兴趣（改编自 Marjoribanks 制定的量表）。他们还回答了六个关于他们对成就和（孩子）学校的态度的开放式问题。多元回归分析显示，父母对孩子教育水平的期望对高成就做出了最强的独特预测，其次是他们维持期望的时间长度。讨论的局限性包括与学校成功的定义相关的含义差异，以及考虑到有偏见的样本（社会经济地位），这些结果是否可以推广到所有学生。
Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment, their aspirations, expectations, encouragement and interest in their child's education (adapted from scales constructed by Marjoribanks). They also responded to six open-ended questions on their attitudes to achievement and to their (child's) school. Multiple regression analyses revealed that parental expectations of their children's educational level made the strongest unique prediction of high achievement followed by the length of time they had maintained their expectations. Limitations discussed include the disparity in meaning associated with the definition of school success and whether these results can be generalized to all students considering the biased sample (socio-economic status).