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The relationships between parenting ...

Park, Eunai.

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The relationships between parenting practices and academic achievement: A cross-ethnic comparison.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationships between parenting practices and academic achievement: A cross-ethnic comparison./
Author:	Park, Eunai.
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3734.
Contained By:	Dissertation Abstracts International62-11A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3034854
ISBN:	0493481478

The relationships between parenting practices and academic achievement: A cross-ethnic comparison.
Park, Eunai.

The relationships between parenting practices and academic achievement: A cross-ethnic comparison. - 213 p.

Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3734.

Thesis (Ph.D.)--University of California, Santa Barbara, 2001.

This study investigates the effects of parenting practices on high school students' academic achievement. Cross-ethnic comparisons are made with a special emphasis on Korean-American families. A conceptual framework of how parenting practices influence students' achievement is developed. Relationships between parenting practices and student attitude and behavior are examined to explain the process by which parenting practices affect academic achievement.

ISBN: 0493481478Subjects--Topical Terms:

539262
Education, Secondary.

The relationships between parenting practices and academic achievement: A cross-ethnic comparison.
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100 1 $a Park, Eunai. $3 1929305
245 1 4 $a The relationships between parenting practices and academic achievement: A cross-ethnic comparison.
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3734.
500 $a Chairs: Janet H. Chrispeels; Russell W. Rumberger.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2001.
520 $a This study investigates the effects of parenting practices on high school students' academic achievement. Cross-ethnic comparisons are made with a special emphasis on Korean-American families. A conceptual framework of how parenting practices influence students' achievement is developed. Relationships between parenting practices and student attitude and behavior are examined to explain the process by which parenting practices affect academic achievement.
520 $a To ensure not only generalizability but also depth of understanding, both quantitative and qualitative research methods were used. A nationally representative sample of four ethnic groups---Asians, Blacks, Hispanics, and Whites---was used to examine the statistical plausibility of the conceptual framework. Structural Equation Modeling was used as the analytic technique because it was most suitable for disentangling complex relationships between large sets of variables. A purposeful sample of four high- and four low-achieving Korean-American students and their parents were interviewed to investigate family interactions, attitudes, and values in detail. The cross-family patterns of the families of the high- and low-achieving students were found.
520 $a A major finding is that the processes by which parenting practices affect grades vary among ethnic groups, although the effects themselves are minimal compared to those of previous achievement. Among White, Asian and Hispanic families, authoritative parenting appeared to contribute to their children's high achievement even more than parental involvement behaviors; the behaviors tended to be motivated from the parents' wishes to improve academic achievement. Parental home involvement has a positive indirect effect on academic achievement among White, Black, and Asian families. The mediating variables were students' aspirations and enrollment in advanced programs. Among ethnic minority groups parental home involvement has a negative direct effect on academic achievement. The results suggest that unless parental involvement at home induces students' positive characteristics, it in and of itself does not necessarily support adolescents' academic achievement. Qualitative data from Korean American families provide a plausible explanation for this phenomenon.
520 $a Parental school involvement also has indirect and direct effects on achievement. The direct effect was found among Blacks and Hispanics only. It appeared that parental school involvement has some positive effects not only on high school students' aspirations and course enrollment but also on other factors that are not included in the theoretical framework. The qualitative data show that the level of Korean American parents' school involvement is relatively low, regardless of their children's academic achievement.
520 $a A major contribution of this study to the existing literature is that it explains the process by which parenting practices affect high school students' academic achievement. (Abstract shortened by UMI.)
590 $a School code: 0035.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Bilingual and Multicultural. $3 626653
690 $a 0533
690 $a 0340
690 $a 0282
710 2 0 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 62-11A.
790 1 0 $a Chrispeels, Janet H., $e advisor
790 1 0 $a Rumberger, Russell W., $e advisor
790 $a 0035
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3034854