Dissertation/Thesis Abstract

The relationship between family involvement and academic achievement and school behaviors among Latino families
by Meza, Celeste C., M.S.W., California State University, Long Beach, 2012, 85; 1517535
Abstract (Summary)

The purpose of this study was to investigate the relationships among family involvement and students' academic achievement and school behaviors using a sample of 175 Latino families with children in elementary school. Analyses were run on the full sample and numerous subsamples. Family involvement at school was significantly, negatively correlated with school absences for most of the samples. For girls, family involvement at school was significantly, negatively correlated with work habits while family-teacher relationship was significantly, positively correlated with achievement grades. In the English-speaking subsample, family-teacher contact was significantly, negatively correlated with achievement and effort grades while family involvement at school was significantly, negatively correlated with effort, and family-teacher relationship was significantly, negatively correlated with effort and work habits. In the Spanish-speaking subsample, family-teacher relationship was significantly, positively correlated with achievement, effort, and social skill grades. Implications for social work practice and directions for future research are discussed.

Indexing (document details)
Advisor: O'Donnell, Julie
Commitee:
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 51/01M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Social work, Educational psychology, Individual & family studies
Keywords:
Publication Number: 1517535
ISBN: 9781267455659
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