Προσδιορισμός των μηχανισμών παρέμβασης του οικογενειακού περιβάλλοντος στην επίδοση των μαθητών

Περίληψη

The present study examines basic characteristics of parental behavioral factors and their influence on high school students' attitude towards school, academic self-concept, educational aspirations, and achievement in a holistic model. A stratified random sample representative sample for the Lyceum students in Cyprus. The data were analyzed with LISREL.8 (Joreskog & Sorbom, 1993). Results indicated that, within the parental behavioral variables, pressure and help had a negative effect while psychological support and time monitoring had a positive influence. Academic self-concept and educational aspirations were found to have strong effect on high school students achievement. Results suggest that students need psychological support and moderate levels of monitoring with low levels of pressure and help from their parents. This synthesis of parental behavior can reinforce students' motivation for learning and achievement. Finally, high academic self-concept and educational aspirations are basic motivational factors that parents and educators should seek as necessary educational outcome.