Children's academic achievement at school: Socioeconomic status, teacher -child relationship, home environment, and parental beliefs
Abstract
The purpose of this study was to utilize an ecological perspective to extend and bring together research on home and school factors that affect children's academic achievement during kindergarten, including family and school SES, teacher-child relationships, home reading and math environments, parental beliefs, and parental expectations. A sample of 306 kindergarten children, their parents (N = 280), and their teachers ( N = 15) provided the basis for this study. MANCOVA analyses were performed to examine the effect of macrolevel variables on achievement. Significant main effects of family and school SES on fall and spring reading and math achievement were found, with children from high-SES families or schools performing better than children from low-SES families or schools. The profiles of the beliefs of low- and high-SES parents were examined, but were not found to be significantly different. Further analyses showed that Parental Involvement, How Good the Teacher Is, and Child Effort, were rated as more important than Child Ability and Child Social Maturity. Several analyses were also performed to examine the effects of microlevel variables on achievement. SEM validated the hypothesized model of academic success. Finally, six hierarchical regression models revealed the importance of aspects from both home and school environments on achievement in kindergarten. The results are discussed in terms of an ecological framework and implications for theory, practice, and research.
Degree
Ph.D.
Advisors
Keiley, Purdue University.
Subject Area
Preschool education|Educational psychology
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.