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NCJ Number: 227824 Find in a Library
Title: Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs About Math
Journal: Journal of Early Adolescence  Volume:29  Issue:4  Dated:August 2009  Pages:541-570
Author(s): Melita Puklek Levpuscek; Maja Zupancic
Date Published: August 2009
Page Count: 30
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study explored the relationships between math achievement and parental involvement, teachers, and student motivation in Slovenia.
Abstract: Results suggest that Slovene eighth graders' representations of their parents’ and math teachers' behavior uniquely contributed to explaining students' mastery goal orientation, self-efficacy, and final grade in math. Students' perceived classroom behavior of their teachers also explained a significant amount of variance in students' motivational parental involvement in their schoolwork. Furthermore, self-efficacy in math, but not goals to develop knowledge and mastery in math, mediated the relation between students' evaluations of the two social contests and math achievement. Findings provide additional support for the important role of students' perceptions of parents and teachers in adolescents' academic goal orientations, sense of academic competence, and their actual academic performance. Data were collected from 365 eighth grade students who were recruited in 13 schools from different regions of Slovenia (8 urban regions from 5 cities and 5 rural schools whose names were provided by the Slovene Bureau of Education and Development). Tables, figures, notes, and references
Main Term(s): Parental influence; Slovenia
Index Term(s): Behavior patterns; Behavioral science research; Individual behavior; Motivation; Nonviolent behavior; Parental attitudes; Rural urban comparisons; Standards; Students
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