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A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement

Julio Antonio Gonzalez-Pienda, Jose Carlos Nunez, Soledad Gonzalez-Pumariega, Luis Alvarez, Cristina Roces and Marta Garcia
The Journal of Experimental Education
Vol. 70, No. 3 (Spring, 2002), pp. 257-287
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20152682
Page Count: 31
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A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement
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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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