The Effects of Perceived Parental Involvement and Value of Achievement on Student Achievement in Inner-City African American 7th Grade Males
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2014-07
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Masters of Education
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Abstract
This correlational study examined the relationships between perceptions parental involvement, beliefs about work and achievement, and students’ academic achievement. Previous research indicates that parental involvement in school activities benefits students’ academic success. However, the definition of “parental involvement” varies between ethnic, racial, and socioeconomic groups. Previous research has indicated that one program or type of “involvement” does not have the same effect for all students, and in fact, different populations require different levels and types of involvement to ensure success. The current study used a convenience sample and examined correlations between both students’ and parents’ perceptions of parental involvement, personal achievement values, and students’ actual academic achievement, defined by their GPA’s. No significant correlations were found between parental involvement, personal beliefs about achievement, and GPA. However, significant positive correlations were found between students’ and parents’ ratings of parental involvement and their beliefs about work and achievement, suggesting these perceptions were in accord with one another. While results of the study were inconclusive in determining the effectiveness of values and parental involvement on grades, they did yield some interesting findings and considerations for future research in this area.