This study examined connections between college students' adjustment and success and characteristics of their relationships with their parents. A sample of 236 students completed the Student Attitudes and Perceptions Survey, a 135-item anonymous self-report instrument. Students' grades, confidence level, persistence, task involvement, and rapport with their teachers were generally predicted by both current and childhood levels of parental autonomy granting, demandingness, and supportiveness. Ratings of parenting characteristics were equally predictive of adjustment and success among students living with their parents and those living on their own. They were somewhat less predictive of seniors' adjustment and success than they were for freshmen, sophomores, and juniors. These findings suggest that parenting style continues to play an important role in the academic lives of college students.

This study examines the correspondence between (1) teachers' student learning outcome goals, and (2) teachers' assessment practices. Ten high school biology teachers were interviewed individually about their teaching philosophies and practices. Teachers' student learning goals were categorized, and their test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their students to develop a general interest in and understanding of biology as well as its real‐world applications. They also wanted their students to develop higher order study skills by interpreting information, managing their time and effort, and thinking critically. However, their assessment practices did not support these goals. On average, over half of the items (52% of test items, 53% of practice items) required only basic knowledge, while almost none required application (5% of test items, 4% of practice items). Nearly two thirds (65%) of test items were recognition items. Interview findings suggest that teachers were not aware of the contradiction between their instructional goals and assessment practices. © 1996 John Wiley & Sons, Inc.

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-ccncept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.

A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in other cultural contexts. In this study, we examined the relations among authoritative, authoritarian, and permissive parenting styles and practices and several academic and behavioral outcomes among fifth grade Latino/a students. We found significant positive relations between parental authoritativeness and grades, academic engagement, social competence, self-regulation, and perspective-taking as well as negative relations between authoritativeness and aggression. We found no relations between authoritarian or permissive parenting styles and child outcomes. We consider these findings in light of what other researchers have posited about collectivist parenting styles and practices.

No abstract

No abstract

No abstract

No abstract