Dissertation/Thesis Abstract

The relationship of family involvement and family structure on children's academic achievement
by Simon, Erin M., Ed.D., California State University, Long Beach, 2011, 163; 3472525
Abstract (Summary)

The primary purposes of this study were to determine (a) the relationships between parental and family (including extended family) involvement, family structure, and various combinations of each and 8th graders' academic outcomes; and (b) the relationship between family involvement and the same academic outcomes. A quantitative study involving 183 8th-grade students from 2 public middle schools in a southern California district was used to gather data about students' perceptions regarding their parents' and family's involvement. The essential research questions used to guide the study were designed to explore family structure, broadly defined, on parental involvement (PI) and how it impacts the academic achievement of 8th-grade students. In addition, the research questions were designed to specifically distinguish between PI and the involvement of other family members (i.e., extended family involvement [EFI]). The study addressed whether each of these types of involvement was statistically significantly related to children's academic achievement. In addition, the researcher wanted to examine whether the extent of the effects of PI and EFI might differ by family structure. To address the research questions and supplemental research questions, data obtained from surveys were analyzed utilizing t test, 2 x 2, and 2 x 2 x 2 factorial analysis of variance test.

Although the researcher was primarily interested in examining EFI, the most important result to emerge from this study was the association between PI and higher academic achievement. This finding did seem to confirm the assertions of various researchers who had expressed the same pattern—that PI is the key to academic achievement. Implications include that researchers should rethink how they conduct PI research and consider examining PI in conjunction with family structure, as the results of this study suggest that the patterns of PI (and perhaps EFI) may be different depending on family structure. Recommendations were made regarding research on EFI, based on the findings of the study.

Indexing (document details)
Advisor: Jeynes, William
School: California State University, Long Beach
School Location: United States -- California
Source: DAI-A 72/11, Dissertation Abstracts International
Subjects: Educational leadership, Middle School education, Secondary education
Keywords: Parental invoolvement, Student achievement
Publication Number: 3472525
ISBN: 978-1-124-85704-6
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy