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    Parental Involvement in Schooling, Classroom Environment and Student Outcomes

    Access Status
    Fulltext not available
    Authors
    Adamski, Aurora
    Fraser, Barry
    Peiro, Maria
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Adamski, A. and Fraser, B. and Peiro, M. 2013. Parental Involvement in Schooling, Classroom Environment and Student Outcomes. Learning Environments Research. 16 (3): pp. 315-328.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-012-9121-7
    ISSN
    1387-1579
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/49439
    Collection
    • Curtin Research Publications
    Abstract

    We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement.

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