An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students

This study examined the relationship between intelligence and state achievement test scores in relation to perceived parental involvement, expectation and parenting style of middle school students. Data was collected on the California state achievement test (STAR) completed by participants in June 2...

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Bibliographic Details
Main Author Jacob, John K
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2010
Subjects
Academic Achievement
Achievement tests
Child Development
Cognitive Development
Cognitive psychology
Educational Environment
Educational psychology
Educational Quality
Expectations
Grade 6
Intelligence tests
Language Arts
Mathematics Achievement
Middle School education
Middle school students
Parent participation
Secondary Education
Secondary School Students
Student attitudes
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Summary:This study examined the relationship between intelligence and state achievement test scores in relation to perceived parental involvement, expectation and parenting style of middle school students. Data was collected on the California state achievement test (STAR) completed by participants in June 2008. Psychometric assesments were conducted on these students in a group setting using the Ravens Standard Progressive Matrices. Questionnaires were also completed by students at the beginning of the IQ test administration in June 2008. Data were analyzed using correlational analysis to determine the strength of the relationship between STAR achievement test scores and IQ scores for the student population. A three-way factorial analysis was used along with multiple regression analysis to determine the individual impact of each of the independent variables on the dependent variables. Results indicated that correlation exists between IQ scores and academic achievement on the STAR math test. Parental expectations were also a significant positive predictor of IQ scores. The greatest predictor of academic achievement in math however was a student’s perception of their parents as demanding. Perceived parental involvement was not a significant predictor of academic achievement.
ISBN:112420279X
9781124202792