Parent academic involvement as related to school behaviour, achievement, and aspirations: Demographic variations across adolescence

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How was the study designed?

The research consisted of a multi-site longitudinal study, of 463 families (originally 585) in the US states of Tennessee and Indiana. 83% of the sample were European American, 16% were African American and 1% was other ethnic groups. There was an even split in the sexes of the sample. Participants for the study were recruited when the children entered kindergarten in 1987/8 and were monitored through to 11th grade (Year 11, 16 years old).

Parental academic involvement was assessed from multiple perspectives, including teachers, adolescents and mothers through the use of questionnaires.

Assessment took a number of forms:

academic achievement was measured through 6th and 9th grade (11 and 14 years old) achievement test scores (equivalent of SATS) along with maths, reading and English grades;
adolescent aspiration including both educational and occupational aspirations were assessed in 11th grade (16 years old).Adolescents were asked to report their chances of graduating from high school and going on to college. Occupational aspiration was assessed by asking what occupation adolescents wished to have when they grew up; and
school behaviour was measured in 8th grade (13 years old) through teacher reports of behaviour and a behavioural checklist which focused on social problems, attention problems and aggression; and
school records were viewed for 6th (11 years old) and 9th grade (14 years old.

Demographic background was assessed through socio-economic status: parental education, family income, occupational status and ethnicity.

The data collected was processed quantitatively through statistical analysis.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers mean by parental academic involvement and how did they measure demographic background? What were the aims of this study? What did the research find out about parental academic involvement in schooling? How was the study designed? How did the researchers explain their findings? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Parent academic involvement as related to school behaviour, achievement, and aspirations: Demographic variations across adolescence This digest found in Parents Send to a friend Word doc 60KB Printer friendly Collate for later How was the study designed? The research consisted of a multi-site longitudinal study, of 463 families (originally 585) in the US states of Tennessee and Indiana. 83% of the sample were European American, 16% were African American and 1% was other ethnic groups. There was an even split in the sexes of the sample. Participants for the study were recruited when the children entered kindergarten in 1987/8 and were monitored through to 11th grade (Year 11, 16 years old). Parental academic involvement was assessed from multiple perspectives, including teachers, adolescents and mothers through the use of questionnaires. Assessment took a number of forms: academic achievement was measured through 6th and 9th grade (11 and 14 years old) achievement test scores (equivalent of SATS) along with maths, reading and English grades; adolescent aspiration including both educational and occupational aspirations were assessed in 11th grade (16 years old).Adolescents were asked to report their chances of graduating from high school and going on to college. Occupational aspiration was assessed by asking what occupation adolescents wished to have when they grew up; and school behaviour was measured in 8th grade (13 years old) through teacher reports of behaviour and a behavioural checklist which focused on social problems, attention problems and aggression; and school records were viewed for 6th (11 years old) and 9th grade (14 years old. Demographic background was assessed through socio-economic status: parental education, family income, occupational status and ethnicity. The data collected was processed quantitatively through statistical analysis.