東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Family influences on school success ...

DeNise Annunziata, Diane.

Linked to FindBook

Google Book

Amazon

博客來

Family influences on school success in African American inner-city early adolescents.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Family influences on school success in African American inner-city early adolescents./
Author:	DeNise Annunziata, Diane.
Description:	218 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5995.
Contained By:	Dissertation Abstracts International62-12B.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3037208
ISBN:	9780493502199

Family influences on school success in African American inner-city early adolescents.
DeNise Annunziata, Diane.

Family influences on school success in African American inner-city early adolescents. - 218 p.

Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5995.

Thesis (Ph.D.)--Fordham University, 2002.

This study was designed to examine relations between parental school involvement, family processes, and parenting practices as these affect the school engagement and school performance of at-risk, inner city, early adolescents. A group of middle school students and their families, who were screened as being at developmental risk, completed measures as part of a larger preventive intervention study. Self-report measures were used to assess parent and adolescent views of family processes (family cohesion) and parenting practices (parental monitoring). Parents also completed a rating of their own involvement in their child's schooling. Grade point average was obtained from school records. Family cohesion and parental monitoring were measured using multi-rater instruments that were normed on at-risk, inner city families. Factor analysis revealed three dimensions of parental school involvement were operating in the sample. Parental monitoring moderated family cohesion in predicting boys' school engagement. In boys family cohesion was only predictive of better school engagement in the context of effective parental monitoring. Both family cohesion and parental monitoring were uniquely predictive of girls' school engagement. Parental school involvement did not mediate the effects of family variables on school success. Discussion focuses on gender differences in parental monitoring, measurement issues stemming from the use of instruments not validated within the target community, and ways of supporting and encouraging school involvement among inner-city African American families.

ISBN: 9780493502199Subjects--Topical Terms:

1017673
Black Studies.

Family influences on school success in African American inner-city early adolescents.
LDR:02532nmm 2200301 4500 001 1833022
005 20070822130610.5
008 130610s2002 eng d
020 $a 9780493502199
035 $a (UMI)AAI3037208
035 $a AAI3037208
040 $a UMI $c UMI
100 1 $a DeNise Annunziata, Diane. $3 1921737
245 1 0 $a Family influences on school success in African American inner-city early adolescents.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5995.
500 $a Director: Aaron T. Hogue.
502 $a Thesis (Ph.D.)--Fordham University, 2002.
520 $a This study was designed to examine relations between parental school involvement, family processes, and parenting practices as these affect the school engagement and school performance of at-risk, inner city, early adolescents. A group of middle school students and their families, who were screened as being at developmental risk, completed measures as part of a larger preventive intervention study. Self-report measures were used to assess parent and adolescent views of family processes (family cohesion) and parenting practices (parental monitoring). Parents also completed a rating of their own involvement in their child's schooling. Grade point average was obtained from school records. Family cohesion and parental monitoring were measured using multi-rater instruments that were normed on at-risk, inner city families. Factor analysis revealed three dimensions of parental school involvement were operating in the sample. Parental monitoring moderated family cohesion in predicting boys' school engagement. In boys family cohesion was only predictive of better school engagement in the context of effective parental monitoring. Both family cohesion and parental monitoring were uniquely predictive of girls' school engagement. Parental school involvement did not mediate the effects of family variables on school success. Discussion focuses on gender differences in parental monitoring, measurement issues stemming from the use of instruments not validated within the target community, and ways of supporting and encouraging school involvement among inner-city African American families.
590 $a School code: 0072.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0325
690 $a 0525
690 $a 0620
690 $a 0628
710 2 0 $a Fordham University. $3 1020514
773 0 $t Dissertation Abstracts International $g 62-12B.
790 1 0 $a Hogue, Aaron T., $e advisor
790 $a 0072
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3037208