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ERIC Number: ED466649
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
Parental Processes and Self-Concepts Effect the Academic Achievement of Italian Students.
Verna, Marilyn Ann; Spina, Maria
This study investigated factors that contribute to the mathematics and reading achievement of students in Italy. The Walburg Productivity Model (H. Walburg, 1984) served as a framework to analyze the interconnections among family processes, family structure, and socioeconomic status. Campbells Differential Socialization Paradigm (J. Campbell, 1994) was used to analyze gender differences. The sample population was 155 fourth grade students who live in and around one Italian city. The results of the regression analysis showed that reading achievement played a major role in influencing the students mathematics achievement. Parental support had direct positive effects on reading achievement. An abundance of educational resources had direct negative effects on females mathematics self-concepts. Membership in two-parent families and belonging to higher socioeconomic status families was found to have a bearing on females achievement. (Contains 2 figures, 2 tables, and 12 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy