Parental Effort, School Resources, and Student Achievement

Houtenville, Andrew J.; Conway, Karen Smith

doi:10.3368/jhr.43.2.437

Cited by 99 publications

(72 citation statements)

References 26 publications

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“…Research on the factors affecting academic achievement has shown that parents who accomplished a higher education are both interested in and familiar with learning at school, and lend more support to their children regarding school work and out-of-school activities (Houtenville & Conway, 2008;Jeynes, 2005). Along the same lines, mixed evidence on gender differences in the use of ICT for different purposes and in different contexts exists (Imhof, Vollmeyer, & Beierlein, 2007).…”

Section: The Role Of Students' Background and Motivation In The Use Omentioning

confidence: 99%

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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Current debates on students' use of information and communication technology (ICT) have brought to attention profiles and purposes of ICT use in either school-related or recreational contexts. Examining these two contexts at the same time, the present study seeks to identify student profiles of ICT use on the basis of the Norwegian International Computer and Information Literacy Study (ICILS) 2013 data (N = 2,426). In order to explore profiles of ICT use in schools and at home for different purposes such as recreation, study purposes, exchanging information, and social communication, we take a person-centered approach and apply latent profile analysis. These analyses revealed two independent user profiles and showed that background characteristics (i.e., gender, immigration status) and motivational constructs (i.e., self-efficacy, interest, and enjoyment in ICT) play a significant role in determining profile membership. Significant differences between the user profiles in students' computer and information literacy test performance did not exist. Given that the coverage of ICT at home and in schools has increased substantially over the last decades, the identification of user profiles informs teachers and parents about whether or not students exploit these opportunities to the same extent. Implications for future research and practice are discussed.

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Section: The Role Of Students' Background and Motivation In The Use Omentioning

confidence: 99%

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Scherer

Rohatgi

Hatlevik

2017

Computers in Human Behavior

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“…We posit that policymakers and educators may be underinvesting in strategies to leverage one of the largest out-of-school influences on students' academic success: their parents. The positive relationship between parental involvement in their children's education and students' success in school is widely documented in the research literature (Barnard, 2004;Cheung & Pomerantz, 2012;Fan & Chen, 2001;Houtenville & Conway, 2008;Todd & Wolpin, 2007). When Americans are asked about the most in school.…”

Section: Introductionmentioning

confidence: 95%

The underutilized potential of teacher-to-parent communication: Evidence from a field experiment

Kraft

Rogers²

2015

Economics of Education Review

160

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“…Eccles and Harold (1996) found a positive correlation between parents' ability to spend time to deal with their children's education and the children's achievement levels. Furthermore, children achieved high levels in school when their parents knew about school dynamics and how to address school-based issues (Houtenville & Conway, 2008;Lareau, 1987). Students who have substantial disabilities do better academically when their families are able to navigate supports and accommodations (reed, Antia, & kreimeyer, 2008;rodgers, Weiner, Marton, & Tannock, 2009).…”

Section: Discussionmentioning

confidence: 99%

Family Influences and Academic Success: The Perceptions of Individuals Using AAC

Rackensperger¹

2012

Augmentative and Alternative Communication

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Positive family influences have a significant impact on addressing school barriers to academic success for students from socially disadvantaged backgrounds. Due to inequities and attitudes toward people with complex communication needs, positive family influences may be critical in the academic success of students using AAC. This study asked the following question of eight United States high school graduates who have used augmentative and alternative communication (AAC): How do family influences positively affect the ability of students who use AAC to succeed in the secondary academic environment? Five themes emerged from the qualitative analysis of participants' narratives: (a) the impact of the family in seeking appropriate education, (b) homework as a challenge that was made easier through the involvement of the family, (c) the role of the family in communicating the importance of education, (d) mothers as driving forces of support, and (e) family encouragement for self-determination. This research allows families and schools to recognize the needs of students and to take action to meet them. It identifies the needs of families and schools in establishing relationships with each other, in terms of supporting requirements for accommodation, learning, motivation, and self-determination of students with complex commmunication needs.

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Parental Effort, School Resources, and Student Achievement

Cited by 99 publications

References 26 publications

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test

The underutilized potential of teacher-to-parent communication: Evidence from a field experiment

Family Influences and Academic Success: The Perceptions of Individuals Using AAC

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