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Titolo:
FAMILY INFLUENCES ON SCHOOL-ACHIEVEMENT IN LOW-INCOME, AFRICAN-AMERICAN CHILDREN
Autore:
HALLE TG; KURTZCOSTES B; MAHONEY JL;
Indirizzi:
CHILD TRENDS INC,4301 CONNECTICUT AVE NW WASHINGTON DC 20008 UNIV N CAROLINA,CTR DEV SCI CHAPEL HILL NC 00000 UNIV N CAROLINA,DEPT PSYCHOL CHAPEL HILL NC 27599
Titolo Testata:
Journal of educational psychology
fascicolo: 3, volume: 89, anno: 1997,
pagine: 527 - 537
SICI:
0022-0663(1997)89:3<527:FIOSIL>2.0.ZU;2-U
Fonte:
ISI
Lingua:
ENG
Soggetto:
PERCEIVED ACADEMIC COMPETENCE; SELF-CONCEPT; PARENTAL INVOLVEMENT; HOME-ENVIRONMENT; BELIEFS; BLACK; OUTCOMES; PERCEPTIONS; PERFORMANCE; ATTAINMENT;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
71
Recensione:
Indirizzi per estratti:
Citazione:
T.G. Halle et al., "FAMILY INFLUENCES ON SCHOOL-ACHIEVEMENT IN LOW-INCOME, AFRICAN-AMERICAN CHILDREN", Journal of educational psychology, 89(3), 1997, pp. 527-537

Abstract

The authors examined the achievement-related beliefs and behaviors ofparents of economically disadvantaged African American youth, and therelations among parental factors and children's academic self-conceptand achievement. Forty-one children and their primary caregivers wereinterviewed. Parents reported on their academic-related beliefs and behaviors. Children completed measures of academic self-concept and 2 standardized achievement tests: 1 during the summer and 1 at the end ofthe following school year. Significant and positive relations were found between parental belief and behavior measures within the domains of reading and math; however, parental beliefs were more strongly linked with child outcomes than were parents' achievement-oriented behaviors. The relation between parental beliefs and child outcomes was not mediated by children's academic self-concept. Results are discussed in light of models of family influences on achievement.

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Documento generato il 19/09/20 alle ore 14:28:16