Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence
ARTICLE
Julia Karbach, Juliana Gottschling, Marion Spengler, Katrin Hegewald, Frank M. Spinath
Learning and Instruction Volume 23, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic performance within the domains of math and language. We examined four dimensions of perceived parental involvement: autonomy supporting behavior, emotional responsivity, structure, and achievement-oriented control. Results from a sample of 334 adolescents (
Citation
Karbach, J., Gottschling, J., Spengler, M., Hegewald, K. & Spinath, F.M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23(1), 43-51. Elsevier Ltd. Retrieved February 6, 2023 from https://www.learntechlib.org/p/199969/.
This record was imported from
Learning and Instruction
on January 29, 2019.
Learning and Instruction is a publication of Elsevier.
