A Structural Equation Model of Parental Involvement,Motivational and Aptitudinal Characteristics,and Academic Achievement |
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| Authors: | Julio Antonio Gonzalez-pienda Jose Carlos Nunez Soledad Gonzalez-pumariega Luis Alvarez Cristina Roces Marta Garcia |
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| Institution: | Universidad de Oviedo , Spain |
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| Abstract: | The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior. |
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| Keywords: | achievement attributions parental involvement self-concept |
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