Parenting style, education specific parenting practices, and adolescent achievement and achievement related factors

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dc.creatorDawson, Martin
dc.date.accessioned2016-11-14T23:22:25Z
dc.date.available2011-02-18T21:31:36Z
dc.date.available2016-11-14T23:22:25Z
dc.date.issued1996-08
dc.degree.departmentEducational Psychologyen_US
dc.description.abstractThe purpose of this dissertation was to investigate the relationship between global parenting style and education specific parenting practices as processes related to academic achievement and achievement related factors. This study not only assessed the degree of relationship between variables, it also tested a process model in which education specific parenting practices mediated the relationship between global parenting style and academic achievement and achievement related outcomes. Four sets of variables were analyzed: (a) parenting style variables (Authoritative, Authoritarian, and Permissive parenting), (b) education specific parenting practices (Parental Involvement, Encouragement to Achieve, and Response to Grades), (c) achievement related outcomes factors (Achievement Attributions, Study Strategies, and Motivation), and (d) academic achievement (Self-Reported Grade Point Average).
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/16376en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectParentingen_US
dc.subjectSuccess scolaireen_US
dc.subjectParents et adolescentsen_US
dc.subjectAcademic achievementen_US
dc.subjectEducationen_US
dc.subjectStudy skillsen_US
dc.subjectParental influencesen_US
dc.titleParenting style, education specific parenting practices, and adolescent achievement and achievement related factors
dc.typeDissertation

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