TY - JOUR AU - Aiken Jr, Lewis R DO - 10.3102/0034654304000455 IS - 4 L1 - internal-pdf://0329876463/1970 Aiken - Attitudes toward mathematics.pdf PY - 1970 SN - 0034-6543 SP - 551-596 ST - Attitudes toward mathematics T2 - Review of educational research TI - Attitudes toward mathematics VL - 40 ID - 1 ER - TY - JOUR AU - Algarabel, Salvador AU - Dasi, Carmen IS - 1 L1 - internal-pdf://1914471454/2001 Algarabell and Dasi - The definition of a.pdf PY - 2001 SN - 0211-2159 SP - 43–66 ST - The definition of achievement and the construction of tests for its measurement: A review of the main trends T2 - Psicologica TI - The definition of achievement and the construction of tests for its measurement: A review of the main trends VL - 22 ID - 2 ER - TY - JOUR AB - Chinese educational system is comprised of school, family and community, and coordination between school and family is the context for school management. Family education is the foundation of personal development with advantage in education time, content and techniques. This study chooses different school districts with different socio-cultural and economic backgrounds to compare and study the ways of parental involvement in different school districts and its impact on children's STEM achievements in mathematics and science. In addition, the study also discussed the influence of parental involvement on children's mathematics, physics, biology and geography in different family social economic status (SES) school districts. Generally speaking, parents' expectations ranked first among the four areas, followed by parents' communication, while school participation lies in the lowest. The lowest SES districts use the most parental control methods, and the highest SES area uses the most parental communication methods. The top two areas of SES use the most school communication methods. Furthermore, compared with girls, parents' school participation has a significant negative impact on boys in the highest and lowest areas. Family communication has more influence on girls than boys. In school communication, it has the least impact on boys and girls. AD - [An, Guiqing] East China Normal Univ, Fac Educ, Inst Curriculum & Instruct, 3663 Zhongshan North Rd, Shanghai 200062, Peoples R China. [Wang, Jingying; Yang, Yang] Qingdao Univ, Normal Coll, 16 Qingda First Rd, Qingdao 266071, Shandong, Peoples R China. [Wang, Jingying; Yang, Yang] Qingdao Univ, Sch Teacher Educ, 16 Qingda First Rd, Qingdao 266071, Shandong, Peoples R China. Wang, JY (reprint author), Qingdao Univ, Normal Coll, 16 Qingda First Rd, Qingdao 266071, Shandong, Peoples R China.; Wang, JY (reprint author), Qingdao Univ, Sch Teacher Educ, 16 Qingda First Rd, Qingdao 266071, Shandong, Peoples R China. gqan@kcx.ecnu.edu.cn; wangjingying8018@126.com; yyang37@buffalo.edu AN - WOS:000489570400003 AU - An, G. Q. AU - Wang, J. Y. AU - Yang, Y. DO - 10.3138/jcfs.50.2.003 IS - 2 J2 - J. Comp. Fam. Stud. KW - academic achievement parental involvement social economic status STEM students academic-achievement family involvement african-american education income urban participation performance homework Family Studies L1 - internal-pdf://4208624670/004.pdf LA - English M3 - Article N1 - ISI Document Delivery No.: JC9BS Times Cited: 0 Cited Reference Count: 68 An, Guiqing Wang, Jingying Yang, Yang Peak Discipline Construction Project of Education at East China Normal University The authors gratefully acknowledge the support provided by the Peak Discipline Construction Project of Education at East China Normal University and the kind suggestion for the improvement of our manuscript from JCF editors. 0 10 Univ toronto press inc Toronto 1929-9850 PY - 2019 SN - 0047-2328 SP - 139-161 ST - Chinese Parents Effect on Children’s Math and Science Achievements in Schools with Different SES T2 - Journal of Comparative Family Studies TI - Chinese Parents Effect on Children’s Math and Science Achievements in Schools with Different SES UR - ://WOS:000489570400003 VL - 50 ID - 3 ER - TY - JOUR AU - Bentler, Peter M DO - 10.1037/0033-2909.107.2.238 IS - 2 L1 - internal-pdf://3493037102/1990 Bentler - Comparative fit indexes in stru.pdf PY - 1990 SN - 1939-1455 SP - 238–246 ST - Comparative fit indexes in structural models T2 - Psychological bulletin TI - Comparative fit indexes in structural models VL - 107 ID - 4 ER - TY - CHAP A2 - Bishop, Alan A2 - Clements, K. A2 - Keitel, C. A2 - Kilpatrick, J. A2 - Leong, F. AU - Bishop, Alan AU - Seah, Wee Tiong AU - Chin, Chien CY - Dordrecht ET - 2 PB - Kluwer PY - 2003 SN - 9401039518 SP - 717-765 ST - Values in mathematics teaching—The hidden persuaders? T2 - International handbook of mathematics education TI - Values in mathematics teaching—The hidden persuaders? ID - 5 ER - TY - CHAP A2 - Clarkson, Philip A2 - Presmeg, Norma AU - Bishop, Alan J DO - 10.1163/9789087901509_013 L1 - internal-pdf://1963033661/Seah 2008 - Valuing Values in Mathematics Educ.pdf PB - Springer PY - 2008 SP - 239-253 ST - Mathematics Teaching and Values. Education - An Intersection in Need of Research T2 - Critical Issues in Mathematics Education: Major Contributions of Alan Bishop TI - Mathematics Teaching and Values. Education - An Intersection in Need of Research ID - 6 ER - TY - CONF AU - Bishop, Alan J DO - 10.1007/978-3-319-23935-4 L1 - internal-pdf://1422885965/Bishop 2016 - Can Values Awareness Help Teach.pdf PB - Springer PY - 2016 SP - 43-56 ST - Can values awareness help teachers and parents transition preschool learners into mathematics learning? T2 - Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014 TI - Can values awareness help teachers and parents transition preschool learners into mathematics learning? ID - 7 ER - TY - JOUR AB - This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first present how individual parental involvement variables correlate with academic achievement based on an age-related classification. Then we move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between parental involvement and academic achievement. Finally, we describe the advancements that were made with studies from the last decade with special focus on the construct of parental involvement. Parental involvement variables that show promises according to their correlations with academic achievement are: (a) reading at home, (b) parents that are holding high expectations/aspirations for their children's academic achievement and schooling, (c) communication between parents and children regarding school, (d) parental encouragement and support for learning. AU - Boonk, Lisa AU - Gijselaers, Hieronymus JM AU - Ritzen, Henk AU - Brand-Gruwel, Saskia DO - 10.1016/j.edurev.2018.02.001 L1 - internal-pdf://2537653403/2018 Boonk et al - A review of the relationshi.pdf PY - 2018 SN - 1747-938X SP - 10–30 ST - A review of the relationship between parental involvement indicators and academic achievement T2 - Educational Research Review TI - A review of the relationship between parental involvement indicators and academic achievement UR - https://doi.org/10.1016/j.edurev.2018.02.001 VL - 24 ID - 8 ER - TY - BOOK AU - Byrne, Barbara M DO - 10.4324/9780203807644 PB - Routledge PY - 2013 SN - 0203807642 ST - Structural equation modeling with Mplus: Basic concepts, applications, and programming TI - Structural equation modeling with Mplus: Basic concepts, applications, and programming ID - 9 ER - TY - JOUR AU - Bæck, Unn-Doris Karlsen DO - 10.1080/20020317.2017.1372008 IS - 2 L1 - internal-pdf://1068532907/2017 Bæck - It is the air that we breathe Acad.pdf PY - 2017 SN - 2002-0317 SP - 123–132 ST - It is the air that we breathe. Academic socialization as a key component for understanding how parents influence children’s schooling T2 - Nordic Journal of Studies in Educational Policy TI - It is the air that we breathe. Academic socialization as a key component for understanding how parents influence children’s schooling UR - https://doi.org/10.1080/20020317.2017.1372008 VL - 3 ID - 10 ER - TY - CHAP A2 - Paseka, Angelika A2 - Byrne, Delma AU - Bæck, Unn Doris Karlsen CY - Milton PB - Routledge PY - 2019 SE - 6 SN - 1351066331 SP - 77–89 ST - Parental involvement in Norway – ideals and realities T2 - Parental Involvement Across European Education Systems: Critical Perspectives TI - Parental involvement in Norway – ideals and realities ID - 11 ER - TY - BOOK AB - Samarbeid mellom skole og hjem er viktig for elevens læring og trivsel i skolen. Som lærer må du vite at det er ditt ansvar å legge til rette for samarbeidet. Målet med boka er å gi dem som har skolen som arbeidsplass, noen innspill og åpne for refleksjoner knyttet til foreldres rolle i skolen. Et viktig poeng er hvordan skolen kan bidra til at foreldrene blir en ressurs for sine egne barn og for skolen som helhet. I denne boka knytter forfatteren foreldreinvolvering til perspektivene til Epstein, Bourdieu og Bronfenbrenner, og forklarer hvorfor det er en sammenheng mellom å forstå disse perspektivene og forstå foreldrenes forutsetninger for å involvere seg i barnas skolearbeid og skolegang. Boka er skrevet for grunnskolelærerutdanningsstudenter og pedagogikkstudenter. Unn-Doris K. Bæck jobber som professor i sosiologi ved UiT Norges arktiske universitet og har tidligere jobbet som professor i pedagogikk ved Institutt for lærerutdanning og pedagogikk ved samme universitet. Bæck har i mange år være opptatt av forholdet mellom hjem og skole og har publisert en rekke arbeider på feltet, både nasjonalt og internasjonalt. AU - Bæck, Unn Doris Karlsen CY - Bergen ET - 1. utgave. KW - Foreldre Skoleadministrasjon Lærerrollen Lærarrollen Hjem og skole (Relasjon) Foreldredeltaking foreldresamarbeid Foreldre-skole-relasjoner Skole-hjem-relasjoner Hjem-skole-relasjoner N1 - Innhold: Innledning. - Samarbeid mellom hjem og skole : hva sier lovverket? - Å forstå hjem-skole relasjoner gjennom teoretiske perspektiver. - Akademisk sosialisering. - Foreldres relasjon til skolen ; nærhet og distanse. - Lærerrollen. - Hvor kan vi få til et godt hjem-skole-samarbeid? - Avslutning. - Referanser. - Stikkordregister,Samarbeid mellom skole og hjem er viktig for elevens læring og trivsel i skolen. Som lærer må du vite at det er ditt ansvar å legge til rette for samarbeidet. Målet med boka er å gi dem som har skolen som arbeidsplass, noen innspill og åpne for refleksjoner knyttet til foreldres rolle i skolen. Et viktig poeng er hvordan skolen kan bidra til at foreldrene blir en ressurs for sine egne barn og for skolen som helhet. I denne boka knytter forfatteren foreldreinvolvering til perspektivene til Epstein, Bourdieu og Bronfenbrenner, og forklarer hvorfor det er en sammenheng mellom å forstå disse perspektivene og forstå foreldrenes forutsetninger for å involvere seg i barnas skolearbeid og skolegang. Boka er skrevet for grunnskolelærerutdanningsstudenter og pedagogikkstudenter. Unn-Doris K. Bæck jobber som professor i sosiologi ved UiT Norges arktiske universitet og har tidligere jobbet som professor i pedagogikk ved Institutt for lærerutdanning og pedagogikk ved samme universitet. Bæck har i mange år være opptatt av forholdet mellom hjem og skole og har publisert en rekke arbeider på feltet, både nasjonalt og internasjonalt. PB - Fagbokforlaget PY - 2019 SN - 978-82-450-2086-1 ST - Hjem-skole-samarbeid TI - Hjem-skole-samarbeid ID - 12 ER - TY - JOUR AU - Chouinard, Roch AU - Karsenti, Thierry AU - Roy, Normand DO - 10.1348/000709906X133589 IS - 3 L1 - internal-pdf://1947501754/Chouinard et al 2007 - Relations among compete.pdf PY - 2007 SN - 0007-0998 SP - 501-517 ST - Relations among competence beliefs, utility value, achievement goals, and effort in mathematics T2 - British journal of educational psychology TI - Relations among competence beliefs, utility value, achievement goals, and effort in mathematics VL - 77 ID - 13 ER - TY - JOUR AU - Daucourt, Mia C AU - Napoli, Amy R AU - Quinn, Jamie M AU - Wood, Sarah G AU - Hart, Sara A DO - 10.1037/bul0000330 IS - 6 PY - 2021 SN - 1939-1455 SP - 565 ST - The home math environment and math achievement: A meta-analysis T2 - Psychological Bulletin TI - The home math environment and math achievement: A meta-analysis VL - 147 ID - 14 ER - TY - CHAP A2 - Van Lange, Paul A. M. A2 - Kruglanski, Arie W. A2 - Higgins, E. Tory AU - Deci, Edward L AU - Ryan, Richard M CY - London M1 - 2 PB - Sage PY - 2012 SE - 20 SP - 416-437 ST - Self-determination theory T2 - Handbook of Theories of Social Psychology TI - Self-determination theory VL - 1 ID - 15 ER - TY - JOUR AU - Di Martino, Pietro AU - Zan, Rosetta DO - 10.1007/s10857-009-9134-z L1 - internal-pdf://0422020298/2010 Di Martion and Zan - Me and maths%3B Toward.pdf PY - 2010 SN - 1386-4416 SP - 27–48 ST - ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives T2 - Journal of mathematics teacher education TI - ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives VL - 13 ID - 16 ER - TY - JOUR AU - Dotterer, Aryn M AU - McHale, Susan M AU - Crouter, Ann C DO - 10.1037/a0013987 IS - 2 PY - 2009 SN - 1939-2176 SP - 509 ST - The development and correlates of academic interests from childhood through adolescence T2 - Journal of Educational psychology TI - The development and correlates of academic interests from childhood through adolescence VL - 101 ID - 17 ER - TY - CHAP A2 - Spence, J. T. AU - Eccles, Jacquelynne S AU - Adler, T. F. AU - Futterman, R. AU - Goff, S. B. AU - Kaczala, C. M. AU - Meece, J. AU - Midgley, C: CY - San Francisco, CA L1 - internal-pdf://2764539082/1983 Eccles et al - Expectancies, values, and.pdf PB - W. H. Freeman PY - 1983 SP - 75–146 ST - Expectancies, values, and academic behaviors T2 - Achievement and Achievement Motives: Psychological and Sociological Approaches TI - Expectancies, values, and academic behaviors ID - 18 ER - TY - JOUR AU - Eccles, Jacquelynne S AU - Adler, Terry F AU - Kaczala, Caroline M DO - 10.2307/1128973 IS - 2 L1 - internal-pdf://0765232346/1982 Eccles et al - Parental Influences.pdf PY - 1982 SN - 0009-3920 SP - 310–321 ST - Socialization of achievement attitudes and beliefs: Parental influences T2 - Child Development TI - Socialization of achievement attitudes and beliefs: Parental influences VL - 53 ID - 19 ER - TY - JOUR AU - Eccles, Jacquelynne S AU - Midgley, Carol AU - Wigfield, Allan AU - Buchanan, Christy Miller AU - Reuman, David AU - Flanagan, Constance AU - Mac Iver, Douglas DO - 10.1037/10254-034 L1 - internal-pdf://3304883433/1993 Eccles et al - Development during adolesc.pdf PY - 1993 SN - 1557984735 ST - Development during adolescence: The impact of stage–environment fit on young adolescents' experiences in schools and in families TI - Development during adolescence: The impact of stage–environment fit on young adolescents' experiences in schools and in families ID - 20 ER - TY - JOUR AU - Else-Quest, Nicole M AU - Mineo, Concetta C AU - Higgins, Ashley DO - 10.1177/0361684313480694 IS - 3 L1 - internal-pdf://0134972665/2013 Else-Quest et al - Math and Science Attit.pdf PY - 2013 SN - 0361-6843 SP - 293-309 ST - Math and science attitudes and achievement at the intersection of gender and ethnicity T2 - Psychology of Women Quarterly TI - Math and science attitudes and achievement at the intersection of gender and ethnicity VL - 37 ID - 21 ER - TY - CHAP A2 - Hurrelmann, K A2 - Kaufmann, F.-X. A2 - Lösel, F. AU - Epstein, Joyce L CY - Oxford, England DO - 10.1515/9783110850963.121 L1 - internal-pdf://4129785081/1987 Hurrelmann - Social intervention%3B Potenti.pdf PB - Walter De Gruyter PY - 1987 SP - 121–136 ST - Toward a Theory of Family-School Connections: Teacher Practices and Parent Involvement T2 - Social intervention: Potential and constraints TI - Toward a Theory of Family-School Connections: Teacher Practices and Parent Involvement UR - https://books.google.no/books?hl=no&lr=&id=YZqdCgAAQBAJ&oi=fnd&pg=PA121&dq=epstein+1987+parental+involvement&ots=DlTpOy1iQq&sig=d2kXmhtxv5swsjPbdN1isFJu0sY&redir_esc=y#v=onepage&q&f=false ID - 22 ER - TY - CHAP AU - Epstein, Joyce L PB - Routledge PY - 2019 SN - 0429305370 SP - 39-52 ST - Theory to practice: School and family partnerships lead to school improvement and student success T2 - School, family and community interaction TI - Theory to practice: School and family partnerships lead to school improvement and student success ID - 23 ER - TY - JOUR AB - The impact of parent involvement with their children's educational outcomes can have a profound effect on learning, achievement, motivation, engagement, values, and goals. This literature review is the first to focus on parental involvement and educational outcomes in the subject of mathematics. Search engines identified 1397 articles from 2010 to 2019. In the wake of the inclusion and exclusion process, 169 articles (n-group) related to children aged from 6 to 16 years were selected for review. As a result, an extensive range of indicators associated with parent involvement was identified and linked to 37 different outcomes for children studying mathematics. Framed by a structured coding analysis, the parent involvement indicators were classified into 12 new categories and discussed in the context of established theories. Finally, the outcome indicators were coded in the following categories: Learning, Belief, Motivation, Emotion, and Behaviour. The analysis uncovered 403 indicator connections linking children's mathematic outcomes to parental involvement. A predominance of the research focused on parents' different beliefs, motivations, communication, and support. Many of the parent involvement indicators were related to the children's mathematical achievement, performance, and skills. An effects matrix revealed that a majority of indicators showed positive effects. Nevertheless, a positive generalisation about parental involvement has the potential to erroneously hide negative aspects. Further research is needed to ensure consistency and unambiguous operationalisation of parental involvement, while also covering blind spots in the research field documented in the review. Finally, this review contributes to a further discussion outside the mathematics context with respect to the parent involvement concept and the need for increased research quality and scientific rigour. AU - Fiskerstrand, Arve DO - 10.1016/j.edurev.2022.100458 PY - 2022 SN - 1747-938X ST - Literature review – Parent involvement and mathematic outcome T2 - Educational Research Review TI - Literature review – Parent involvement and mathematic outcome UR - https://www.sciencedirect.com/science/article/pii/S1747938X22000276 VL - 37 ID - 24 ER - TY - JOUR AB - Little is known about how parent expectations and math motivation work in concert with math course taking to promote math achievement. This longitudinal structural equation modeling (SEM) study examined expectancy-value and self-determination theory motivation constructs and math development among a nationally representative sample of U.S. high school students. The role of mathematics course-taking was also examined. As predicted, parent expectations, student expectations, and peer interest predicted math intrinsic motivation in 9th grade, which predicted student mathematics achievement in 11th grade, even when controlling for SES, race/ethnicity, gender and prior math achievement. Intrinsic motivation for math and parent expectations also predicted taking higher-level math courses (e.g., trigonometry or calculus) over the next 2.5years, which predicted further math achievement. Parent expectations were a stronger predictor than student expectations of intrinsic motivation for math, course taking, and achievement. Implications for math achievement interventions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) AD - Froiland, John Mark, 19500 Bulverde Road, San Antonio, TX, US, 78259-3701, john.froiland@pearson.com Froiland, John Mark: john.froiland@pearson.com AU - Froiland, John Mark AU - Davison, Mark L. DO - 10.1016/j.lindif.2016.07.012 KW - *Academic Achievement Motivation *Mathematics Achievement *Parental Involvement *Peers Expectations High School Students Interests L1 - internal-pdf://4270032137/049.pdf M3 - Academic Learning & Achievement 3550 PY - 2016 SN - 1041-6080 SP - 252-259 ST - The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement T2 - Learning and Individual Differences TI - The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement UR - http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc13&NEWS=N&AN=2016-38527-001 VL - 50 ID - 25 ER - TY - JOUR AU - Frome, Pamela M AU - Eccles, Jacquelynne S DO - 10.1037/0022-3514.74.2.435 IS - 2 PY - 1998 SN - 1939-1315 SP - 435 ST - Parents' influence on children's achievement-related perceptions T2 - Journal of personality and social psychology TI - Parents' influence on children's achievement-related perceptions VL - 74 ID - 26 ER - TY - JOUR AU - Fuligni, Andrew J DO - 10.1111/j.1467-8624.1997.tb01944.x IS - 2 L1 - internal-pdf://1544652041/1997 Fuligni - The academic achievement of ado.pdf PY - 1997 SN - 0009-3920 SP - 351–363 ST - The academic achievement of adolescents from immigrant families: The role of family background, attitudes, and behavior T2 - Child Development TI - The academic achievement of adolescents from immigrant families: The role of family background, attitudes, and behavior VL - 68 ID - 27 ER - TY - JOUR AU - Gniewosz, Burkhard AU - Noack, Peter DO - 10.1016/j.adolescence.2011.11.007 IS - 4 L1 - internal-pdf://2779153688/Gniewosz and Noack 2012 - The role of between-.pdf PY - 2012 SN - 0140-1971 SP - 809-821 ST - The role of between-parent values agreement in parent-to-child transmission of academic values T2 - Journal of Adolescence TI - The role of between-parent values agreement in parent-to-child transmission of academic values VL - 35 ID - 28 ER - TY - CHAP A2 - Schinka, John A A2 - Velicer, Wayne F A3 - Weiner, Irving B AU - Graham, John W AU - Cumsille, Patricio E AU - Elek‐Fisk, Elvira DO - 10.1002/0471264385.wei0204 L1 - internal-pdf://2690221336/2003 Graham et al - Methods for handling missi.pdf M1 - 12 PY - 2003 SE - 4 SN - 0471385131 SP - 87–114 ST - Methods for Handling Missing Data T2 - Research Methods in Psychology T3 - Handbook of Psychology TI - Methods for Handling Missing Data VL - 2 ID - 29 ER - TY - BOOK AU - Gresham, Frank M. AU - Elliott, Stephen N. CY - Circle Pines,Minn KW - sosialisering sosialt samkvem atferdsvansker manual vurdering PB - American Guidance Service PY - 1990 ST - Social skills rating system: manual TI - Social skills rating system: manual ID - 30 ER - TY - BOOK AU - Hair, Joseph F AU - Black, William C ET - 7 PB - Pearson PY - 2009 ST - Multivariate data analysis TI - Multivariate data analysis ID - 31 ER - TY - BOOK AU - Hair, Joseph F AU - Black, William C AU - Babin, Barry J AU - Anderson, Rolph E AU - Tatham, Ronald L CY - London PB - Cengage Learning EMEA PY - 2018 SN - 9781473756540 ST - Multivariate Data Analysis TI - Multivariate Data Analysis VL - 8 ID - 32 ER - TY - JOUR AU - Hannula, Markku S DO - 10.1080/14794802.2012.694281 IS - 2 L1 - internal-pdf://1479312695/2012 Hannula - Exploring new dimensions of mat.pdf PY - 2012 SN - 1479-4802 SP - 137–161 ST - Exploring new dimensions of mathematics-related affect: Embodied and social theories T2 - Research in Mathematics Education TI - Exploring new dimensions of mathematics-related affect: Embodied and social theories VL - 14 ID - 33 ER - TY - CHAP AU - Hart, Laurie E PB - Springer PY - 1989 SP - 37–45 ST - Describing the affective domain: Saying what we mean T2 - Affect and mathematical problem solving TI - Describing the affective domain: Saying what we mean ID - 34 ER - TY - BOOK AU - Harter, Susan ET - 2 PB - The Guilford Press PY - 2012 SN - 1462522726 ST - The construction of the self: Developmental and sociocultural foundations TI - The construction of the self: Developmental and sociocultural foundations ID - 35 ER - TY - BOOK AU - Hattie, John DO - 10.4324/9780203181522 L1 - internal-pdf://1877902663/2012 Hattie - Visible Learning for Teachers.pdf PB - Routledge PY - 2012 SN - 0203181522 ST - Visible learning for teachers: Maximizing impact on learning TI - Visible learning for teachers: Maximizing impact on learning ID - 36 ER - TY - JOUR AU - Haug, Peder PY - 2017 SP - 147 ST - Spesialundervisning, innhald og funksjon T2 - Oslo: Samlaget. Publications from NORMA TI - Spesialundervisning, innhald og funksjon VL - 17 ID - 37 ER - TY - JOUR AU - Henderson, Anne T AU - Mapp, Karen L PY - 2002 ST - A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002 TI - A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002 ID - 38 ER - TY - JOUR AB - Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, familyschool relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence. AU - Hill, Nancy E AU - Tyson, Diana F DO - 10.1037/a0015362 IS - 3 L1 - internal-pdf://3042936135/2009 Hill and Tyson - Parental involvement in.pdf PY - 2009 SN - 1939-0599 SP - 740 ST - Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement T2 - Developmental psychology TI - Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement VL - 45 ID - 39 ER - TY - JOUR AU - Hitlin, Steven AU - Piliavin, Jane Allyn DO - 10.1146/annurev.soc.30.012703.110640 PY - 2004 SN - 0360-0572 SP - 359–393 ST - Values: Reviving a dormant concept T2 - Annu. Rev. Sociol. TI - Values: Reviving a dormant concept VL - 30 ID - 40 ER - TY - JOUR AU - Hong, Sehee AU - Yoo, Sung-Kyung AU - You, Sukkyung AU - Wu, Chih-Chun DO - 10.1080/00220970903292926 IS - 4 L1 - internal-pdf://4187391319/2010 Hong et al - The Reciprocal Relationship.pdf PY - 2010 SN - 0022-0973 SP - 419-439 ST - The reciprocal relationship between parental involvement and mathematics achievement: Autoregressive cross-lagged modeling T2 - The Journal of Experimental Education TI - The reciprocal relationship between parental involvement and mathematics achievement: Autoregressive cross-lagged modeling VL - 78 ID - 41 ER - TY - CPAPER AU - Hoover-Dempsey, Kathleen V AU - Jones, Kathleen P CY - Chicago L1 - internal-pdf://0547390807/1997 Hoover-Dempsey and Jones - Parental Role.pdf PB - Educational Resources Information Center PY - 1997 T2 - Annual Meeting of the American Education Research Association TI - Parental Role Construction and Parental Involvement in Children's Education. ID - 42 ER - TY - JOUR AU - Howard, Joshua L AU - Bureau, Julien S AU - Guay, Frédéric AU - Chong, Jane XY AU - Ryan, Richard M DO - 10.1177/1745691620966789 IS - 6 L1 - internal-pdf://1953138022/2021 Howard et al - Student Motivation and Ass.pdf PY - 2021 SN - 1745-6916 SP - 1300-1323 ST - Student motivation and associated outcomes: A meta-analysis from self-determination theory T2 - Perspectives on Psychological Science TI - Student motivation and associated outcomes: A meta-analysis from self-determination theory VL - 16 ID - 43 ER - TY - JOUR AB - This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are discussed. AD - [Howard, Nicol R.] Univ Redlands, Sch Educ, 1200 East Colton Ave, Redlands, CA 92373 USA. [Hunt, Christine] Univ Redlands, Sch Educ, Dept Counseling & Human Serv, Redlands, CA 92373 USA. [Howard, Keith E.; Busse, R. T.] Chapman Univ, Attallah Coll Educ Studies, Orange, CA USA. Howard, NR (reprint author), Univ Redlands, Sch Educ, 1200 East Colton Ave, Redlands, CA 92373 USA. nicol_howard@redlands.edu AN - WOS:000488715800001 AU - Howard, N. R. AU - Howard, K. E. AU - Busse, R. T. AU - Hunt, C. C7 - Unsp 0042085919877933 DO - 10.1177/0042085919877933 J2 - Urban Educ. KW - STEM policies parental involvement social academic achievement urban education mathematics identity academic-performance socioeconomic-status multiple dimensions family involvement urban science education mathematics gender Education & Educational Research Urban Studies L1 - internal-pdf://1054901606/068.pdf LA - English M3 - Article; Early Access N1 - ISI Document Delivery No.: JB7AY Times Cited: 0 Cited Reference Count: 71 Howard, Nicol R. Howard, Keith E. Busse, R. T. Hunt, Christine 0 10 Sage publications inc Thousand oaks 1552-8340 PY - 2019 SN - 0042-0859 SP - 28 ST - Let's Talk: An Examination of Parental Involvement as a Predictor of STEM Achievement in Math for High School Girls T2 - Urban Education TI - Let's Talk: An Examination of Parental Involvement as a Predictor of STEM Achievement in Math for High School Girls UR - ://WOS:000488715800001 ID - 44 ER - TY - JOUR AU - Hu, Li‐tze AU - Bentler, Peter M DO - 10.1080/10705519909540118 L1 - internal-pdf://2522318198/1999 Hu and Bentler - Cutoff criteria for fit.pdf PY - 1999 SN - 1070-5511 SP - 1–55 ST - Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives T2 - Structural Equation Modeling: A Multidisciplinary Journal TI - Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives VL - 6 ID - 45 ER - TY - JOUR AB - A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children. AU - Jeynes, William H DO - 10.1177/0042085906293818 IS - 1 L1 - internal-pdf://2049475974/2007 Jeynes - The Relationship between Parenta.pdf PY - 2007 SN - 0042-0859 SP - 82–110 ST - The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis T2 - Urban education TI - The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis VL - 42 ID - 46 ER - TY - BOOK AU - Jeynes, William H DO - 10.4324/9781003128434 L1 - internal-pdf://0513705350/2022 Jeynes - Relational Aspects of Parental I.pdf PB - Taylor & Francis PY - 2022 SN - 1000619494 ST - Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success TI - Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success ID - 47 ER - TY - JOUR AU - Joussemet, Mireille AU - Landry, Renée AU - Koestner, Richard DO - 10.1037/a0012754 IS - 3 L1 - internal-pdf://2199094677/2008 Landry and Koestner - A Self-Determinatio.pdf PY - 2008 SN - 143380431X SP - 194-200 ST - A self-determination theory perspective on parenting T2 - Canadian Psychology/Psychologie canadienne TI - A self-determination theory perspective on parenting VL - 49 ID - 48 ER - TY - JOUR AU - Kim, Sungwon DO - 10.1016/j.edurev.2022.100463 PY - 2022 SN - 1747-938X SP - 100463 ST - Fifty years of parental involvement and achievement research: A second-order meta-analysis T2 - Educational Research Review TI - Fifty years of parental involvement and achievement research: A second-order meta-analysis ID - 49 ER - TY - CHAP A2 - Hoyle, R. H. AU - Kline, Rex B CY - New York ET - 2 PB - Guilford press PY - 2023 SE - 7 SP - 128–144 ST - Assumptions in structural equation modeling T2 - Handbook of Structural Equation Modeling TI - Assumptions in structural equation modeling ID - 50 ER - TY - GOVDOC A2 - Kunnskapsdepartementet AU - Kunnskapsdepartementet L1 - internal-pdf://1263895957/2007 Meld. St. 31 Kvalitet i skolen.pdf PY - 2007 SN - Meld. St. nr. 31 TI - Kvalitet i skolen UR - https://www.regjeringen.no/contentassets/806ed8f81bef4e03bccd67d16af76979/no/pdfs/stm200720080031000dddpdfs.pdf ID - 51 ER - TY - WEB AU - Kunnskapsdepartementet CY - Oslo M1 - 26.01.2024 PB - Utdanningsdirektoratet PY - 2020 ST - Læreplanverket TI - Læreplanverket UR - www.udir.no/laring-og-trivsel/lareplanverket ID - 52 ER - TY - JOUR AU - Little, Roderick JA DO - 10.1080/01621459.1988.10478722 IS - 404 L1 - internal-pdf://3427763621/1988 Little - A Test of Missing Completely at.pdf PY - 1988 SN - 0162-1459 SP - 1198–1202 ST - A Test of Missing Completely at Random for Multivariate Data with Missing Values T2 - Journal of the American Statistical Association TI - A Test of Missing Completely at Random for Multivariate Data with Missing Values VL - 83 ID - 53 ER - TY - JOUR AU - Ma, Xin AU - Kishor, Nand DO - 10.2307/749662 L1 - internal-pdf://1675986341/1997 Ma and Kishor - Assessing the Relationshi.pdf PY - 1997 SN - 0021-8251 SP - 26–47 ST - Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis T2 - Journal for research in mathematics education TI - Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis ID - 54 ER - TY - JOUR AB - Educational research has linked parental participation in children's schooling with a wide range of children's academic outcomes. Parental involvement involves time and resource commitment towards children's academic performance. This paper extracts data from a cross-sectional survey involving 2,669 grade six students attending public and private primary schools serving households located in Iganga-Mayuge health and demographic surveillance system in rural Eastern Uganda. The paper adopts two of the six types of parental involvement detailed in the Epstein parental involvement framework. This paper hypothesises that parental participation through parenting and communication types of involvement will give children an advantage towards academic achievement. Using a regression model and controlling for individual, school and household covariates, the results indicate that a unit increase in parental participation through parenting and communication types of involvement significantly increases students' numeracy scores by 6 and 15 percentage points, respectively. Similarly, a unit increase in parental participation through parenting and communication types of involvement significantly increases students' literacy scores, by 6 and 12 percentage points, respectively. This implies that parental participation plays a pivotal role in motivating children to improve their academic grades. For students to reap maximum benefits in an education system, the learning should not be solely left to the student--teacher relationship but should be extended to include active parental involvement among other education stakeholders. AN - EJ1138227 AU - Mahuro, G. M. AU - Hungi, N. DA - 01/01/ DB - ERIC DO - 10.1080/2331186X.2016.1264170 DP - EBSCOhost IS - 1 KW - Foreign Countries Parent Participation Academic Achievement Grade 6 Elementary School Students Rural Areas Hypothesis Testing Regression (Statistics) Scores Mathematics Skills Literacy Achievement Gains Grades (Scholastic) Communication Strategies Volunteers Qualitative Research Surveys Questionnaires Gender Differences Public Schools Private Schools Uganda L1 - internal-pdf://0169838004/101.pdf N1 - Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals Acquisition Information: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Grade 6Intermediate GradesMiddle SchoolsElementary Education; Reference Count: 21; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017 PY - 2016 SN - 2331-186X ST - Parental Participation Improves Student Academic Achievement: A Case of Iganga and Mayuge Districts in Uganda T2 - Cogent Education TI - Parental Participation Improves Student Academic Achievement: A Case of Iganga and Mayuge Districts in Uganda UR - http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1138227&site=ehost-live VL - 3 ID - 55 ER - TY - JOUR AU - Mansour, Marianne AU - Martin, Andrew J DO - 10.1375/aedp.26.2.111 IS - 2 PY - 2009 SN - 1839-2504 SP - 111–126 ST - Home, parents, and achievement motivation: A study of key home and parental factors that predict student motivation and engagement T2 - The Educational and Developmental Psychologist TI - Home, parents, and achievement motivation: A study of key home and parental factors that predict student motivation and engagement VL - 26 ID - 56 ER - TY - JOUR AB - This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed. AN - EJ1048842 AU - Martin, Andrew J. AU - Way, Jennifer AU - Bobis, Janette AU - Anderson, Judy DA - 02/01/ DB - ERIC DO - 10.1177/0272431614529365 DP - EBSCOhost IS - 2 KW - Middle School Students Mathematics Education Learner Engagement Mathematics Achievement Cohort Analysis Articulation (Education) Grade 5 Grade 6 Grade 7 Grade 8 Regression (Statistics) Self Efficacy Achievement Gains Test Score Decline Parent Influence Access to Computers Classroom Environment Socioeconomic Status Ethnicity Performance Factors Catholic Schools Student Characteristics Family Environment Institutional Characteristics Statistical Analysis Predictor Variables Progress Monitoring Outcome Measures Likert Scales Correlation Foreign Countries Australia L1 - internal-pdf://0764052916/106.pdf N1 - SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; Language: English; Education Level: Middle SchoolsSecondary EducationJunior High SchoolsGrade 5Intermediate GradesElementary EducationGrade 6Grade 7Grade 8; Reference Count: 114; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2015 PY - 2015 SN - 0272-4316 SP - 199–244 ST - Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School T2 - Journal of Early Adolescence TI - Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School UR - http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1048842&site=ehost-live VL - 35 ID - 57 ER - TY - JOUR AU - Mata, Maria de Lourdes AU - Monteiro, Vera AU - Peixoto, Francisco DO - 10.1155/2012/876028 L1 - internal-pdf://3134948804/2012 Mata et al - Attitudes towards Mathematic.pdf PY - 2012 SN - 2090-3987 SP - 1-10 ST - Attitudes towards mathematics: Effects of individual, motivational, and social support factors T2 - Child development research TI - Attitudes towards mathematics: Effects of individual, motivational, and social support factors VL - 2012 ID - 58 ER - TY - JOUR AB - Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic outcomes. Findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement -- to varying degrees. AN - EJ1053945 AU - McNeal Jr, Ralph B. DB - ERIC DO - 10.13189/ujer.2014.020805 DP - EBSCOhost IS - 8 KW - Correlation Parent Participation Academic Achievement Parent Child Relationship Parent School Relationship Student Attitudes Expectation Student Behavior Attendance Homework Truancy Mathematics Achievement Science Achievement National Surveys Longitudinal Studies Parent Teacher Cooperation Parent Associations Teacher Associations Hypothesis Testing Demography Socioeconomic Influences Grade 8 Grade 10 Statistical Analysis Reading Achievement L1 - internal-pdf://2027324868/112.pdf N1 - Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org Acquisition Information: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org; Language: English; Education Level: Grade 8Junior High SchoolsMiddle SchoolsElementary EducationSecondary EducationGrade 10High Schools; Reference Count: 39; Journal Code: APR2018; Level of Availability: Available online; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2015 PY - 2014 SN - 2332-3205 SP - 564–576 ST - Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators T2 - Universal Journal of Educational Research TI - Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators VL - 2 ID - 59 ER - TY - RPRT A3 - NOVA AU - Nordahl, Thomas L1 - internal-pdf://2574157252/2000 Nordahl - Samarbeid mellom hjem og skole.pdf PY - 2000 SN - 8 ST - Samarbeid mellom hjem og skole - en kartleggingsundersøkelse TI - Samarbeid mellom hjem og skole - en kartleggingsundersøkelse ID - 60 ER - TY - BOOK AU - Nordahl, Thomas PB - Universitetsforl. PY - 2007 SN - 8215007678 ST - Hjem og skole: hvordan skape et bedre samarbeid? TI - Hjem og skole: hvordan skape et bedre samarbeid? ID - 61 ER - TY - JOUR AU - Opsvik, Frode AU - Skorpen, Leif Bjørn PY - 2017 SP - 256–271 ST - Utvikling av kartleggingsprøver i matematikk T2 - Spesialundervisning, innhald og funksjon TI - Utvikling av kartleggingsprøver i matematikk ID - 62 ER - TY - JOUR AU - Proctor, Helen AU - Roch, Anna AU - Breidenstein, Georg AU - Forsey, Martin DO - 10.1080/03050068.2020.1781422 IS - 3 L1 - internal-pdf://2452522452/2020 Proctor et al - Parents schools and the.pdf PY - 2020 SN - 0305-0068 SP - 317-330 ST - Parents, schools and the twenty-first-century state: comparative perspectives T2 - Comparative education TI - Parents, schools and the twenty-first-century state: comparative perspectives VL - 56 ID - 63 ER - TY - JOUR AU - Schreiber, James B DO - 10.1080/00220670209596601 IS - 5 L1 - internal-pdf://0718767572/2002 Schreiber - Institutional and student fac.pdf PY - 2002 SN - 0022-0671 SP - 274–286 ST - Institutional and student factors and their influence on advanced mathematics achievement T2 - The Journal of Educational Research TI - Institutional and student factors and their influence on advanced mathematics achievement VL - 95 ID - 64 ER - TY - CHAP A2 - Clarkson, Philip A2 - Presmeg, Norma AU - Seah, Wee Tiong DO - 10.1163/9789087901509_013 L1 - internal-pdf://3511387635/Seah 2008 - Valuing Values in Mathematics Educ.pdf PB - Springer PY - 2008 SP - 239-253 ST - Valuing Values in Mathematics Education T2 - Critical Issues in Mathematics Education: Major Contributions of Alan Bishop TI - Valuing Values in Mathematics Education ID - 65 ER - TY - JOUR AB - Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools' partnership programs, which, in turn, helped to estimate the percentage of students scoring as proficient on math achievement tests. (Contains 5 tables and 1 note.) AN - EJ876328 AU - Sheldon, Steven B AU - Epstein, Joyce L AU - Galindo, Claudia L DA - 01/01/ DB - ERIC DO - 10.1080/15700760802702548 DP - EBSCOhost IS - 1 KW - Family Involvement Community Involvement Mathematics Skills Mathematics Achievement Achievement Tests Scoring Family School Relationship School Community Relationship Mathematics Instruction Partnerships in Education Program Effectiveness N1 - Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Acquisition Information: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Elementary EducationElementary Secondary EducationHigh SchoolsMiddle SchoolsSecondary Education; Reference Count: 56; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2010 PY - 2010 SN - 1570-0763 SP - 27-48 ST - Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools T2 - Leadership and Policy in Schools TI - Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools UR - http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ876328&site=ehost-live http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/15700760802702548 VL - 9 ID - 66 ER - TY - JOUR AB - The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math anxiety of parents and their children was measured using the Mathematics Anxiety Scale Short Version (MARS-SV), the Mathematics Anxiety Scale for Elementary School Students (MARS-E), and the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Math attitude was assessed with the Attitude Towards Mathematics Inventory (ATMI). A math achievement test was constructed for each grade level based on their curriculum. Path analyses were conducted to test the suggested conceptual model, and the results indicate that parental math anxiety and math attitude act as precursors to their children's math anxiety and math attitude and further influence the math achievement of their children. AN - EJ1123752 AU - Soni, Akanksha AU - Kumari, Santha DA - 02/01/ DB - ERIC DO - 10.1007/s10763-015-9687-5 DP - EBSCOhost IS - 2 KW - Foreign Countries Parent Participation Parent Influence Mathematics Anxiety Children Elementary School Students Secondary School Students Mathematics Achievement Rating Scales Adolescents Attitude Measures Mathematics Tests Achievement Tests Path Analysis India Mathematics Anxiety Rating Scale L1 - internal-pdf://0883525123/147.pdf N1 - Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com Acquisition Information: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com; Language: English; Education Level: Elementary EducationSecondary Education; Reference Count: 78; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2016 PY - 2017 SN - 1571-0068 SP - 331-347 ST - The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement T2 - International Journal of Science and Mathematics Education TI - The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement UR - http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1123752&site=ehost-live http://dx.doi.org/10.1007/s10763-015-9687-5 VL - 15 ID - 67 ER - TY - CHAP A2 - Saracho, Olivia N. AU - Sonnenschein, Susan AU - Dowling, Rebecca CY - Charlotte, NC L1 - internal-pdf://0247105042/2019 Sonnenschein and Dowling - Parents social.pdf PB - Information Age Publishing, Inc. PY - 2019 SE - 4 SP - 75–100 ST - Parents’ socialization of their young children’s interest in math T2 - Contemporary perspectives on research on motivation in early childhood education TI - Parents’ socialization of their young children’s interest in math ID - 68 ER - TY - JOUR AU - Spates, James L DO - 10.1146/annurev.so.09.080183.000331 L1 - internal-pdf://1099728418/1983 Spates - The Sociology of Values.pdf PY - 1983 SN - 0360-0572 SP - 27–49 ST - The sociology of values T2 - Annual Review of Sociology TI - The sociology of values VL - 9 ID - 69 ER - TY - JOUR AU - Strømme, Thea Bertnes AU - Helland, Håvard DO - 10.1002/berj.3609 IS - 5 L1 - internal-pdf://0626820642/2020 Strømme and Helland - Parents educationa.pdf PY - 2020 SN - 0141-1926 SP - 993-1011 ST - Parents’ educational involvement: Types of resources and forms of involvement in four countries T2 - British Educational Research Journal TI - Parents’ educational involvement: Types of resources and forms of involvement in four countries VL - 46 ID - 70 ER - TY - JOUR AU - Sujarwo, Sujarwo AU - Herwin, Herwin DO - 10.29333/iji.2023.1627a IS - 2 L1 - internal-pdf://0549029425/2023 Sujarwo et al - Parental Involvement and.pdf PY - 2023 SN - 1694-609X ST - Parental Involvement and Student Achievement: A Meta-analysis of Publications in the Scopus Database T2 - International Journal of Instruction TI - Parental Involvement and Student Achievement: A Meta-analysis of Publications in the Scopus Database VL - 16 ID - 71 ER - TY - BOOK AU - Tabachnick, Barbara G AU - Fidell, Linda S CY - Boston, MA L1 - internal-pdf://2011661889/2019 Tabachnick and Fidel - Using Multivariate.pdf PB - Pearson PY - 2014 ST - Using multivariate statistics TI - Using multivariate statistics VL - 6 ID - 72 ER - TY - JOUR AU - Topphol, Arne Kåre L1 - internal-pdf://1669498449/2018 Topphol - A correlation study of mathema1.pdf PY - 2018 SP - 139–147 ST - A correlation study of mathematics proficiency VS reading and spelling proficiency T2 - Nordic Research in Mathematics Education TI - A correlation study of mathematics proficiency VS reading and spelling proficiency ID - 73 ER - TY - JOUR AU - Topphol, Arne Kåre AU - Haug, Peder AU - Nordahl, Thomas PY - 2017 SP - 31–51 ST - SPEED-prosjektet, metode, datagrunnlag og prosedyrar T2 - Spesialundervisning, innhald og funksjon TI - SPEED-prosjektet, metode, datagrunnlag og prosedyrar ID - 74 ER - TY - CHAP A2 - Hoyle, R. H. AU - West, Stephen G AU - Taylor, Aaron B AU - Wu, Wei CY - New York L1 - internal-pdf://1751352913/2012 West et al - Model fit and model selectio.pdf PB - Guilford Press PY - 2012 SP - 209–231 ST - Model fit and model selection in structural equation modeling T2 - Handbook of Structural Equation Modeling TI - Model fit and model selection in structural equation modeling ID - 75 ER - TY - JOUR AU - Wigfield, Allan DO - 10.1007/BF02209024 IS - 1 L1 - internal-pdf://3804792416/1994 Wigfield - Expectancy-value theory of ach.pdf PY - 1994 SN - 1040-726X SP - 49–78 ST - Expectancy-value theory of achievement motivation: A developmental perspective T2 - Educational psychology review TI - Expectancy-value theory of achievement motivation: A developmental perspective VL - 6 ID - 76 ER - TY - JOUR AU - Wigfield, Allan AU - Eccles, Jacquelynne S AU - Fredricks, Jennifer A AU - Simpkins, Sandra AU - Roeser, Robert W AU - Schiefele, Ulrich L1 - internal-pdf://3786311264/2015 Wigfield et al - Development of Achieveme.pdf PY - 2015 SP - 1–44 ST - Development of Achievement Motivation and Engagement T2 - Handbook of Child Psychology and Developmental Science TI - Development of Achievement Motivation and Engagement ID - 77 ER - TY - JOUR AB - The impact of parental involvement on student academic achievement has been recognized by teachers, administrators, and policy-makers who consider parental involvement to be one of the integral parts of new educational reforms and initiatives. This study synthesized the results of nine meta-analyses that examined this impact and it identified generalizable findings across these studies. The results indicated that the relationship between parental involvement and academic achievement was positive, regardless of a definition of parental involvement or measure of achievement. Furthermore, the findings revealed that this relationship was strongest if parental involvement was defined as parental expectations for academic achievement of their children. However, the impact of parental involvement on student academic achievement was weakest if parental involvement was defined as homework assistance. Finally, the relationship between parental involvement and academic achievement was found to be consistent across different grade levels and ethnic groups. However, the strength of that relationship varied based on the type of assessment used to measure student achievement. AU - Wilder, Sandra DO - https://doi.org/10.1016/j.edurev.2018.02.001 IS - 3 L1 - internal-pdf://0914523760/2014 Wilder - Effects of parental involvement.pdf PY - 2014 SN - 0013-1911 SP - 377–397 ST - Effects of parental involvement on academic achievement: a meta-synthesis T2 - Educational Review TI - Effects of parental involvement on academic achievement: a meta-synthesis VL - 66 ID - 78 ER -