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The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database./
Author:	Xu, Min.
Description:	129 p.
Notes:	Adviser: Susan N. Kushner Benson.
Contained By:	Dissertation Abstracts International69-08A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3323973
ISBN:	9780549758648

The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database.
Xu, Min.

The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. - 129 p.

Adviser: Susan N. Kushner Benson.

Thesis (Ed.D.)--The University of Akron, 2008.

This dissertation examined the relationship between parental involvement, self-regulated learning (SRL), and reading achievement of fifth graders using an archival data research design. Through a path analysis of the fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), this dissertation identified six dimensions of parental involvement that are likely to foster SRL of fifth graders: School Involvement, TV Rules, Homework Help, Homework Frequency, Parental Education Expectations , and Extracurricular Activities. Of them, three dimensions, Parental Education Expectations, School Involvement, and Homework Help, were found to have stronger effect on SRL; Parental Education Expectations was found to have the strongest beneficial effect on SRL. In addition, the results of this dissertation demonstrate that both School Involvement and Parental Education Expectations have the same strongest effect on fifth graders' reading achievement. Finally, the dissertation found that SRL mediates the relationship between parental involvement and reading achievement. These results provide a framework for educators and policymakers to engage parents more effectively in their children's education process by helping parents to promote their children's SRL.

ISBN: 9780549758648Subjects--Topical Terms:

626645
Education, Administration.

The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database.
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020 $a 9780549758648
035 $a (UMI)AAI3323973
035 $a AAI3323973
040 $a UMI $c UMI
100 1 $a Xu, Min. $3 811471
245 1 4 $a The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database.
300 $a 129 p.
500 $a Adviser: Susan N. Kushner Benson.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2981.
502 $a Thesis (Ed.D.)--The University of Akron, 2008.
520 $a This dissertation examined the relationship between parental involvement, self-regulated learning (SRL), and reading achievement of fifth graders using an archival data research design. Through a path analysis of the fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), this dissertation identified six dimensions of parental involvement that are likely to foster SRL of fifth graders: School Involvement, TV Rules, Homework Help, Homework Frequency, Parental Education Expectations , and Extracurricular Activities. Of them, three dimensions, Parental Education Expectations, School Involvement, and Homework Help, were found to have stronger effect on SRL; Parental Education Expectations was found to have the strongest beneficial effect on SRL. In addition, the results of this dissertation demonstrate that both School Involvement and Parental Education Expectations have the same strongest effect on fifth graders' reading achievement. Finally, the dissertation found that SRL mediates the relationship between parental involvement and reading achievement. These results provide a framework for educators and policymakers to engage parents more effectively in their children's education process by helping parents to promote their children's SRL.
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650 4 $a Education, Reading. $3 1017790
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710 2 $a The University of Akron. $3 1018399
773 0 $t Dissertation Abstracts International $g 69-08A.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3323973