Relations of middle school students' perceptions of family and school contexts with academic achievement.

By Gregory J. Marchant, S. Paulson, B. Rothlisberg. 2001

414 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3c90f8e9484a7ba5bb4c03692a7bf11c5d1ea389

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In Clinical Psychology

In Education

Citations in the corpus

Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Parents who invest effort in their child’s education, put value on academic endeavor and achievement, and do not exert unrealistic expectations on the child’s educational progress have children with higher self-efficacy beliefs (Marchant et al., 2001; Puklek Levpušček & Zupančič, 2009; Schunk & Paja”
A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement (2011, background): “They all reported a positive association with student achievement [25–30], except for one study that showed no effect for first generation Chinese Americans [31].”
Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “Marchant, Paulson, and Rothlisberg (2001) Fifth and sixth graders (N = 230, 53% girls) Home- (parents’ values about effort and academic success) and school-based involvement (parents’ involvement in school functions) School grades, academic motivation, school competence Adolescents’…”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, background): “In his social-cognitive approach to achievement emotions, Pekrun (2000) uses the term ‘‘value induction’’ (p.”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “The results show positive associations with expectancy (Hardré & Sullivan, 2008; Marchant et al., 2001, choice and affection), value, effort, as well as engagement (Hardré & Sullivan, 2008).”
Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement (2009, background): “Thus, in the case of Marchant et al. (2001), when the impact of different forms of parent involvement is examined, each of the two correlations counts independently in the analysis.”
The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review (2003, background): “4.7 In examining the mechanism of the impact of parental involvement on school achievement, Marchant et al (2001) studied a sample of Canadian adolescents to test the model shown in Fig 6.”
Math Achievement in Early Adolescence (2009, background): “Students namely respond to what they perceived in their learning environments (Middleton & Midgley, 2002) rather than to parents’ and teachers’ evaluations of these settings and/or to actual educational contexts (Marchant et al., 2001).”
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments (2005, background): “Recent studies confirm that student interest and engagement are related to (a) more supportive teachers (Goodenow 1993; Juvonen and Wentzel 1996; Marchant et al. 2001; Wentzel 1998, 2002), (b ) more positive peer relations (Ryan and Patrick 2001), and (c) more active group work and discussion, as…”
Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement (2016, background): “Parental involvement has been positively associated with academic achievement for children in elementary school (Jeynes, 2005), but findings have been somewhat mixed for adolescents (e.g. Karbach et al., 2013; Marchant et al., 2001; Spera, 2006; Van Voorhis, 2011).”
The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, background): “…has shown that children perceived a greater sense of competence when their parents were more involved in their education (Grolnick & Slowiaczek, 1994), were more involved in school functions (Marchant et al., 2001) and had higher values for their children’s education (Marchant et al., 2001).”