The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement

The Impact of Some Family Variables on the Dimension of Social Responsibility

“…The results of previous studies conducted, showed that the focus was on the social responsibility's dimensions related to the parents, such as: the study of Gunnoe, Hetherington, and Reiss (1999), which focused on the impact of the parents' religious characteristics on the children, and the study conducted by Lämsä et al (2008) on the impact of the business administration on the trends of both genders as to social responsibility, which revealed that females are more concerned with ethical, environmental, and social issues than males. However, the study conducted by Whitley and Yoder (2015) on the development of social responsibility and political participation in universities, revealed that educational and civil involvement has a positive impact on the social responsibility, while the study conducted by Helker and Wosnitza (2016) on the interaction between the students and the parents in relation to social responsibility terms, the students' motivations and achievements, has determined three types of responsibilities: responsibility as to the learning process, educational achievement, and creation of a supporting social network-and all of such elements are connected with the responsibility terms and the experience of the parents.…”

“…These findings, however, are in line with the study of Alhathaly (2008) which confirmed the existence of differences among the levels of sense towards social responsibility, depending on the education of the family head, and such differences were in favor of those who attained higher education; moreover, Mushref (2009) concluded that there are differences among the levels of sense towards social responsibilty based on mother's elementary education, as well as the study conducted by Whitley and Yoder (2015) which stated that association of the individual with educated or uneducated friendship circles plays vital role in determining the extend of sense towards social responsibility, and the study conducted by Helker and Wosnitza (2016) which stated that attitude towards social repsonbility is connected to the extent of the parents' experience, thus such conclusion differed with the result of the study conducted by Alqahtani (1998) as well as Alsaud (2004), which both confirmed irrelevance of the sense of social responsibility with the educational level of the parents.…”

Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

“…Academic achievement is more than a student's grade point average. Several factors such as motivation, socially accepted behaviours as prosocial behaviours, effort, student engagement, and responsibility indicate a student's academic achievement [56][57][58]. The items that we have used to evaluate perceived academic achievement are related to these factors.…”

Agency and responsibility in adolescent students: A challenge for the societies of tomorrow

“…Over the last 15 years, scientific and professional debates in educational psychology have emphasized the importance of creating favourable conditions in the classrooms for students to feel active in, and co‐responsible for, their educational pathways (Carpenter & Pease, ; Fisher & Frey, ; Helker & Wosnitza, ; Savery, ).…”