abstract: The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement. / Dissertation/Thesis / Ph.D. Educational Psychology 2012
| Identifer | oai:union.ndltd.org:asu.edu/item:14546 |
| Date | January 2012 |
| Contributors | Seeley, Bridget Granville (Author), Valiente, Carlos (Advisor), Nakagawa, Kathryn (Advisor), Arzubiaga, Angela (Committee member), Eggum, Natalie D (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 94 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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