No abstract

Parental influence has been identified as an important factor affecting student achievement, but the variables addressed by various parent‐school partnership programs vary, and lack literature support. This deficiency was ameliorated in this study through an analysis of a national data base from the Longitudinal Study of American Youth (LSAY). AH parental variables investigated in LSAY were considered in this study, and significant variables of students' achievement in seventh grade mathematics were selected through the Backward Elimination Procedure in the Statistical Analysis System (SAS). The results show that those variables significant at α= .05 have accounted for around 22% variability of the student achievement. A further analysis of the empirical results seems to indicate that parent education and encouragement are strongly related to improved student achievement. However, parents should attempt to understand students' feeling, and expect students to take the full responsibility for their successes in the school.

Study of the “self” has a long history and considerable current attention. This field is plagued by a multiplicity of terms which are not clearly differentiated. To reduce confusion, three discrete concepts are advanced: self, as the sum total of all one can call his; self‐concept, the substantive description which one employs to identify his nature; and self‐esteem, one's statisfaction with his self‐concept.

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Two groups of educable mentally retarded (EMR) primary and secondary pupils were compared on measures of self-esteem and intelligence (IQ) to determine whether scores on a self-drawing test and those on a self-perception test were related. The results of the Pearson product-moment correlations revealed for the secondary EM R subjects a significant relationship between scores on the Goodenough-Harris Drawing Test (DT) and those on the Self-Esteem Inventory (SEI).