Abstract
This study focused on comparing the longitudinal associations between two types of parental involvement (i.e., mathematics value and academic reinforcement) and high school students' mathematics achievement, using data from the Longitudinal Study of American Youth(LSAY). Results, based on multivariate autoregressive cross-lagged modeling, indicated that parents' academic reinforcement had no effect on students' mathematics achievement and vice versa; however, a statistically significant positive reciprocal influence existed between parents' mathematics value and students' mathematics achievement throughout high school. This result not only reaffirms that parental involvement is a multidimensional construct but also implies that parental involvement has a domain-specific effect. Results from multigroup analyses revealed that students' gender did not have a differential effect on these associations.
| Original language | English |
|---|---|
| Pages (from-to) | 419-439 |
| Number of pages | 21 |
| Journal | Journal of Experimental Education |
| Volume | 78 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Jun 2010 |
Bibliographical note
Funding Information:The present study used 3,116 student (1,490 girls and 1,626 boys) surveys from Cohort 2 of the Longitudinal Study of American Youth (LSAY), which was a 6-year longitudinal study funded by the National Science Foundation. Each student was followed from 7th to 12th grade, and information was collected in the fall semester during each year. The longitudinal coverage of variables is the strongest feature of the Longitudinal Study of American Youth (Ma, 1999). The present study used student data collected from 8th through 12th grade because algebra and geometry are not taught in school until the eighth grade.
Keywords
- achievement
- adolescence
- mathematics education
- structural equation modeling
- survey research