A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement

By J. Gonzalez-pienda, José Carlos Núñez, Soledad González-Pumariega, L. Álvarez, Cristina Roces, M. Garcia. 2002

235 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9c967c6d6ad5b16f5b0d4146363481847015e41e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Antonio Valle
2. José Carlos Núñez
3. J. Gonzalez-pienda
4. Telle Hailikari
5. Alberto Abouchaar
6. Anne Nevgi
7. E. Komulainen
8. C. DesForges

In Experimental and Cognitive Psychology

1. Telle Hailikari
2. Anne Nevgi
3. E. Komulainen

In Social Psychology

1. J. Gonzalez-pienda
2. Telle Hailikari
3. Antonio Valle
4. Anne Nevgi
5. José Carlos Núñez
6. E. Komulainen

Citations in the corpus

• Impact of Parental Support on the Academic Performance and Self Concept of the Student (2010, background): “Gonzalez-Pienda et al. (2002) stated that parental support criteria were developed according to six dimensions that are strongly associated to students' behavior at school and the attitude towards learning.”
• The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review (2003, background): “Gonzalez-Pienda et al (2002) explored the effects of parental involvement on achievement for a sample of 261 Spanish adolescents.”
• Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005, background): “motivation (along with strategic knowledge) are crucial for effective metacognitive processing (González-Pienda et al., 2002; Pintrich, 2000).”
• Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model (2008, background): “…have explored the contribution of self-beliefs to student achievement have included in their models a measure of general mental ability or aptitude (Gonzalez-Pienda et al., 2002; Harackiewicz et al., 2002; Pajares, 1996; Pajares & Kranzler, 1995; Stevens, Olivarez, Lan, & Tallent-Runnels, 2004) or…”