مشارکت والدین و پیشرفت دانش آموزان در دو حوزه زبان: روابط غیرمستقیم و قابل تعمیم در وضعیت مهاجرت
|کد مقاله||سال انتشار||تعداد صفحات مقاله انگلیسی||ترجمه فارسی|
|115472||2017||11 صفحه PDF||سفارش دهید|
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Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Individual Differences, Volume 53, January 2017, Pages 145-155
This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1: NÂ =Â 4476) and English language (Sample 2: NÂ =Â 4440). The aim was to test the direct and indirect relations between the two facets of parental involvement and student achievement and the generalizability of mean levels and patterns of relations across students' migration status. The results did not demonstrate any significant direct relations between both facets of parental involvement and student achievement. However, in both language domains, family activity was found to be indirectly related to student achievement with students' domain-specific academic self-concept serving as a mediator variable. The student sample was divided into four groups of students with different migration status (students and parents born in Germany; only one parent born in Germany; only the student born in Germany; student and parents born abroad). For both language domains, the pattern of relations between the two facets of parental involvement and student achievement was invariant across these groups of students. When considering mean level differences, the students reported similar levels of parents' subjective importance across the four groups with respect to both German and English languages. Regarding family activity in the domain of German language, students whose parents had both been born abroad reported lower mean levels. Mean level differences in the level of family activity in the domain of English language were found to be less clear-cut.