ERIC Number: ED436314
Record Type: RIE
Publication Date: 1999-Apr-23
The Linkages among the Home Environment and Academic Self-Concepts on Achievement of Intact and Nonintact Family Structures of American High School Students.
O'Connor, Sharon Anne; Miranda, Kathleen; Beasley, T. Mark
Cognizant of the American high school students' waning test scores and a decreased desire to pursue higher level courses in mathematics and science, there has been a categorical effort to identify the demographic and motivational variables that contribute to mathematics and science achievement. This study utilized the 1992 panel members (8,140 males, 8,349 females) of the National Education Longitudinal Study of 1988. Two theoretical frameworks were used in the study: Walberg's Educational Productivity Model analyzed the interconnections among parental influence, family structure (intact: two-parent and/or nonintact: one-parent households), and the SES predictor variables within the home environment section of the model. The Shavelson, Hubner, and Stanton Structural Model (1976) provided a theoretical mechanism for understanding the multifaceted construct of self-concept. The findings of the study disclosed that females and males closely paralleled each other on both criteria. The best predictor for achievement for both genders, regardless of family structure was prior ability. Similarly, both males and females in intact and nonintact households were directly influenced by low mathematics performance for the criterion mathematics. An additional key finding for males from both intact and nonintact households was that SES had a direct influence on both terminal variables. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 23, 1999).