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Ana Baba Katılımı ve Beklentilerinin İlköğretim Öğrencilerinin Akademik Başarısı Üzerindeki Etkisi

Year 2021, Volume: 22 Issue: 1, 809 - 840, 30.04.2021
https://doi.org/10.17679/inuefd.888292

Abstract

Bu çalışma, ilkokul ve ortaokul öğrencilerinin akademik başarıları ile ana babalarının katılımları ve gelecekteki eğitimlerine yönelik beklentileri arasındaki ilişkinin ortaya konmasını amaçlayan ilişkisel bir araştırmadır. Çalışma …. ilinde yürütülmüş, araştırmanın örnekleminin belirlenmesinde sosyoekonomik düzey ve sosyokültürel çeşitliliğin sağlanması dikkate alınmıştır. Çalışmaya 420 ana baba, araştırma amacı açıklandıktan sonra gönüllü olarak katılmıştır. Çalışmanın verileri, Sheldon ve Epstein (2007) tarafından geliştirilip Oğuz (2012) tarafından Türkçeye uyarlanan “İlköğretimde Okul ve Aile Katılım Ölçeği”nin Veli Alt Ölçeği yoluyla elde edilmiştir. Çalışmanın tek bir bağımlı değişkeni (akademik başarı) varken, altı bağımsız değişkeni (ana babanın eğitim düzeyi, ailenin gelir düzeyi, çocuğun cinsiyeti, ana babanın cinsiyeti, ana baba katılımı, ana baba beklentisi) vardır.
Araştırma kapsamında değişkenler arasındaki ilişkilerin belirlenmesinde t testi ve Ki-Kare kullanılmış; ilişkili değişkenlerin akademik başarıyı yordama düzeylerinin belirlenmesinde ise Lojistik regresyon analizi kullanılmıştır. Analizler sonunda; akademik başarı ile çocuğun, ana babanın cinsiyeti ve ana babanın eğitime okulda katılımı arasında anlamlı bir ilişki olmadığı sonucuna ulaşılmıştır. Bununla birlikte, akademik başarı ile ana babanın eğitim düzeyi, ailenin gelir düzeyi, ana baba beklentisi ve ana babanın eğitime evde katılımı arasında olumlu yönde bir ilişki bulunmuştur. Son olarak, bir öğrencinin akademik başarısını yordayan en önemli değişkenin ana babanın yüksek beklentileri olduğu ortaya konmuştur. Sonuçlar temelinde ana baba, okul ve araştırmacılar için öneriler geliştirilmiştir.

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The Impact of Parental Involvement and Expectations on Elementary School Students' Academic Achievement

Year 2021, Volume: 22 Issue: 1, 809 - 840, 30.04.2021
https://doi.org/10.17679/inuefd.888292

Abstract

This study is a correlational research that aims to define the relationship between parental involvement, parental expectations and elementary school students’ academic success. The research was conducted in …… province and in defining the sample of the study, it was aimed to ensure the diversity of socioeconomic level and sociocultural status. Totally, 420 parents have voluntarily participated in the research after the purpose of the study explained to them. The data was gathered with the Scale for School and Family Involvement in Elementary Schools, subscale of parents developed by Sheldon and Epstein’s (2007) which has been adapted into Turkish by Oğuz (2012). While there was only one dependent variable of the study (academic success), there are six independent variables (parents’ educational status, household income, parents’ gender, child’s gender, parental involvement, parental expectation).
Within the research, independent samples t-test and Chi-square independence test were used. Moreover, logistic regression analysis was performed in order to define the power of predictability of the variables. Results showed that, there are not significantly statistical relations between academic success and parents’ gender, children’s gender, parental involvement at school. On the other hand, it has been concluded that parents’ educational status, household income, parental expectation and parental involvement at home are significantly correlated with children’s academic success. It was seen that the most important predictor of a child’s academic success is parental expectations. Based on the results, recommendations were developed for parents, schools and researchers.

References

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  • Amatea, E., & West-Olatunji, C. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11(2), 81-89.
  • Argon, T. & Kıyıcı, C. (2012). İlköğretim kurumlarında ailelerin eğitim sürecine katılımlarına yönelik öğretmen görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 80-95.
  • Başar, M. (2001). Ailelerdeki yanlış başarı algılamasının öğrenciler üzerindeki etkileri. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 2(2), 115-124.
  • Batyra, A. (2017). Türkiye’de cinsiyete dayalı başarı farkı. Aydın Doğan Vakfı. Eğitim Reformu Girişimi. Retrieved from https://aydindoganvakfi.org.tr/static/media/images/files/PISA_TR.pdf.
  • Carney-Hall, K. C. (2008). Understanding current trends in family involvement. New Directions for Student Services (122), 3-14. https://doi.org/10.1002/ss.271
  • Carpenter, D. M. (2008). Expectations, aspirations, and achievement among Latino students of immigrant families. Marriage & Family Review, 43(1/2), 164-185. https://doi.org/10.1080/01494920802013078
  • Clinton, J. & Hattie, J. (2013). New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education, 33(3), 324-337. https://doi.org/10.1080/02188791.2013.786679
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  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPPS ve LISREL uygulamaları. Ankara: Pegem Academy.
  • Çubukçu, Z., & Girmen, P. (2006). Ortaöğretim kurumlarının etkili okul özelliklerine sahip olma düzeyleri. Manas Üniversitesi Sosyal Bilimler Dergisi, 16, 121-136.
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294
  • Daymaz, S. (2012). The analysis of the relation hip between 7th grade of primary school students’ parents’expectations and the test anxiety. Unpublished Master Thesis, Istanbul: University of Yeditepe.
  • Deslandes, R. (Ed.). (2009). International perspectives on contexts, communities and evaluated innovative practices: Family-school-community partnerships. Abingdon: Routledge.
  • Duan, W., Guan, Y. & Bu, H. (2018). The effect of parental involvement and socioeconomic status on junior school students’ academic achievement and school behavior in China. Frontiers in Psychology, 9 (952). https://doi.org/10.3389/fpsyg.2018.00952
  • Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730. https://doi.org/10.1037/0022-0663.96.4.723
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701–712.
  • Epstein, J. L. (2008). Improving family and community involvement in secondary schools. Principal Leadership, 8(2), 16-22.
  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13 (1), 1-22. DOI: https://doi.org/10.1023/A:1009048817385
  • Flaxman, E., & Inger, M. (1991). Parents and Schooling in the 1990s. The ERIC Review, 1 (3), 2-6.
  • Flynn, G. V. (2007). Increasing parental involvement in our schools: The need to overcome obstacles, promote critical behaviors, and provide teacher training. Journal of College Teaching & Learning, 4(2), 23-30. https://doi.org/10.19030/tlc.v4i2.1627
  • Goldenberg, C., Gallimore, R., Reese, L. & Garnier, H. (2001). Cause or effect? Study of immigrant Latino parents’ aspirations and expectations and their children’s school performance. American Educational Research Journal, 38(3), 547-582. https://doi.org/10.3102/00028312038003547
  • Gonzales-DeHass, A. R., Willems, P. P. & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Pyschology Review, 17(2), 99-123. https://doi.org/10.1007/s10648-005-3949-7
  • Graue, E., & Brown, C. P. (2003). Preservice teachers’ notions of family and schooling. Teaching and Teacher Education, 19(7), 719–735. ttps://doi.org/10.1016/j.tate.2003.06.002
  • Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V. & Sandler, H. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544. https://doi.org/10.1037/0022-0663.99.3.532
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Details

Primary Language English
Journal Section Articles
Authors

E.nihal Lindberg 0000-0003-4028-8742

Pınar Güven This is me 0000-0002-0892-4991

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 22 Issue: 1

Cite

APA Lindberg, E., & Güven, P. (2021). The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 809-840. https://doi.org/10.17679/inuefd.888292
AMA Lindberg E, Güven P. The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement. INUJFE. April 2021;22(1):809-840. doi:10.17679/inuefd.888292
Chicago Lindberg, E.nihal, and Pınar Güven. “The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 1 (April 2021): 809-40. https://doi.org/10.17679/inuefd.888292.
EndNote Lindberg E, Güven P (April 1, 2021) The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 1 809–840.
IEEE E. Lindberg and P. Güven, “The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement”, INUJFE, vol. 22, no. 1, pp. 809–840, 2021, doi: 10.17679/inuefd.888292.
ISNAD Lindberg, E.nihal - Güven, Pınar. “The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/1 (April 2021), 809-840. https://doi.org/10.17679/inuefd.888292.
JAMA Lindberg E, Güven P. The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement. INUJFE. 2021;22:809–840.
MLA Lindberg, E.nihal and Pınar Güven. “The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 1, 2021, pp. 809-40, doi:10.17679/inuefd.888292.
Vancouver Lindberg E, Güven P. The Impact of Parental Involvement and Expectations on Elementary School Students’ Academic Achievement. INUJFE. 2021;22(1):809-40.

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