Literaturnachweis - Detailanzeige
| Autor/in | Nelson, Julie K. |
|---|---|
| Titel | Impact of Parent Education on Student Success |
| Quelle | (2009), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Intervention; Grade Point Average; Mothers; Self Efficacy; Parent Influence; Educational Attainment; Statistical Surveys; Program Effectiveness; Correlation; Undergraduate Students; Questionnaires; Gender Differences; Study Habits; Student Attitudes; Fathers; College Graduates; Academic Achievement |
| Abstract | Background: Prior research has found that parents exert significant influence on their child's educational and career aspirations. Most studies focus on impact of parent influence in the elementary and secondary school years while few examine outcomes in the university setting. Purpose: To determine the intergenerational impact of parent's achieved education on their student's scholastic standing while enrolled in higher education. Setting: A university in the Intermountain West during spring semester 2009. Study Sample: Data were retrieved from 12 university classes of different disciplines. The probability sample (n=202) was fairly evenly distributed between males (51.5%) and females (48.5%). The sample was collected from a cross section of undergraduate students matriculated at a university in the Intermountain West during the 2009 year. Intervention: none. Research Design: Statistical Survey. Control or Comparison Condition: none. Data Collection and Analysis: Students completed a self-administered questionnaire containing ten items assessing gender, background information on their mother's and father's college degree completion, the student's self-report of current GPA, average weekly study hours, aspirations of their ultimate degree completion, and attitudes of self-efficacy toward their skills and abilities. A correlation coefficient analysis found relationships between variables. Findings: Father's education, not mother's, had a positive correlation on the variable of student GPA. The independent and dependent correlation coefficients in this study were generally not statistically significant as expected, but have highly related non-significant correlations. Each dependent variable had a positive relationship to other dependent variables, reinforcing dynamic, interrelated effects. Conclusion: The results of this study highlight that multiple systemic levels of parent influence compound measurable variables. As educators understand the conditions under which students achieve, they can foster better objectives for intervention programs to enhance educational success in a contemporary competitive employment marketplace. Citation: none. (Contains 2 tables.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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