ERIC Number: ED066403
Record Type: RIE
Publication Date: 1967-Jan
Home Environment and Achievement.
Palmer, Judith A.
When the quality of the family's influence on the child's academic performance is identified and evaluated, educators can more fully understand and aid the child in the classroom. This survey of research oriented literature probes the relationship between home environment and achievement. Social class, power-structure, child-rearing practices, religious affiliation, and parental attitude in the home are identified as environmental factors that can be positive or negative influences upon academic progress. If a student problem caused by value conflicts between home and school is understood by the educator, various steps can be taken to help the child acquire motivation to learn and an appreciation of long term goals which school and society have set for them. Among the research findings are the indications that high academic motivation and achievement are prevalent among children from: 1) small, middle-class status, protestant families; 2) families in which the parents are college educated; and 3) families in which the parents are moderate in power in child rearing. Since these studies indicate that achievement motivation is learned in the home, the implied need is for educators to foster special programs for children with different value systems and to encourage active participation of the parents in school. (Author/SJM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.