The Impact of Family Functioning and of Some Other Aspects of Parental Involvement in Education, in Adolescents’ Academic Achievements

Authors

  • Ledia Kashahu “A. Moisiu” University, Durrës, Albania
  • Theodhori Karaj University of Tirana, Albania

Abstract

The aim of the study is to determine the relationship between family cohesion and family adaptability (flexibility), some aspects
of parental involvement in education, of the adolescents’ academic achievement in language, mathematics and the average grade in the
main subjects (GPA)1. The study also aimed at determining the degree of variability of student’s academic achievements (average grade
in main subjects) that could be explained by family cohesion, family adaptability (flexibility) and parent-teacher relationships. For this
purpose, it was administered a self-report measure of family functioning (Olson, Bell, & Portner, 1982), (N=714) for students at the 9th
grade level from 9th grade public schools in Tirana, during the academic year 2010-2011, two measuring instruments, “Parent-teacher
and teacher- parent relationship scale” (Vickers, & Minke, 1995) in order to define the level of the relationship parent-teacher (N=714)
and teacher-parent (N=170), that include the dimensions of joining and communication; as well as an instrument (Robinson, 2008)
intended to measure some aspects of parental involvement in education such as: parents’ self-assessment concerning their skills in
helping children with their lessons, parental involvement in homework, the creation of an environment that supports learning, parental
beliefs, attitudes and expectations in relation to children's achievements in mathematics and language (N= 369). Furthermore, it was
kept a rigorous report of students’ grades during the academic year 2010-2011. The study indicated a positive
relationship between family cohesion, family adaptability and students’ academic achievements. Though statistically significant, these
relationships were weak. Furthermore, the study identified weak positive to moderate correlations among various aspects
of parental involvement in education and student results. Regarding the relationships of teacher-parent, they were positive and
substantial. The data also indicate that family cohesion is responsible for 1% of academic achievements variability, whereas
family adaptability (flexibility) doesn’t result statistically significant.

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Published

2012-04-01

How to Cite

Kashahu, L. ., & Karaj, T. . (2012). The Impact of Family Functioning and of Some Other Aspects of Parental Involvement in Education, in Adolescents’ Academic Achievements. Journal of Educational and Social Research, 2(6), 11. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/12026