Extra-School Factors in Achievement, Attainment, and Aspiration Among Junior and Senior High School-Age African American Youth

Johnson, Sylvia T.

doi:10.2307/2295631

Cited by 42 publications

(32 citation statements)

References 29 publications

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“…Smith (1991) suggested that African American males were more likely to remain in school when they were motivated to do so. These conclusions are similar to those of Johnson (1992) who would contend that African American males who manage to exceed the performance level of peers may be more aware of discriminatory practices in the society at-large and consequently become less motivated to achieve academic success. Thus, additional research is required to substantiate the validity of this conclusion and the aforementioned.…”

Section: Review Of the Literaturesupporting

confidence: 81%

African American males in higher education: A descriptive/qualitative analysis

Hall¹,

Rowan

2000

Journal of African American Men

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Section: Review Of the Literaturesupporting

confidence: 81%

African American males in higher education: A descriptive/qualitative analysis

Hall¹,

Rowan

2000

Journal of African American Men

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“…Another central factor included in the model is the degree of parent involvement in the child's life at home and at school. This is considered to be a significant parameter of achievement by various investigators (BanksMcGee, 1993;Epstein, 1995;Gonzalez & Blanco 1991;Henderson, 1987;Johnson, 1992;Keith et aI., 1986;Song & Hattie, 1984;Stevenson & Baker, 1987). Through factor analysis was able to differentiate between specific types of parent involvement such as helping with homework, maintaining close contacts with the school and controlling the child's everyday, non-academic life.…”

Section: The Familial Parameters Model Of Achievementmentioning

confidence: 99%

Family parameters of achievement: A structural equation model

Γεωργίου

Christou

2000

Eur J Psychol Educ

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The aim ofthe present study was to investigate the effects ofseveral structural and functional characteristics of the family on the child's actual school achievement. A structural equation model was constructed and its ability to fit the data was tested. It was found that the child's achievement is directly influenced by the socia-economic status of the family, which is a structural characteristic. The child's achievement is also directly influenced by the child self-image and by various indications of the family function, such as parental involvement activities and expectations. Furthermore, the results show that the child's self image is the strongest factor that explains school achievement. Among the many implications that this study offers for educational policy and practice is that children's achievement may be significantly influenced by altering factors that are outside ofschool and outside ofthe students themselves; namely, parental behavior andfamily functioning.

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“…Educational researchers have found a rather consistent relationship between possessing an internal locus of control and performing well in school (Garner & Cole, 1986;Johnson, 1992).…”

Section: Why Bible Literacy Could Have An Ameliorative Effectmentioning

confidence: 99%

The Relationship Between Biblical Literacy, Academic Achievement, and School Behavior Among Christian- and Public-School Students

Jeynes

2009

Journal of Research on Christian Education

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This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. The results indicate that students with the highest level of Bible literacy also had the highest average grade point average (GPA) and the highest ranking in test and grade results. In contrast, those with the lowest level of Bible literacy also had the lowest average GPA and the lowest ranking in test and grade results. This trend held for students attending both Christian schools and public schools. Christian school students were also rated higher than public school students in school behavior.

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Extra-School Factors in Achievement, Attainment, and Aspiration Among Junior and Senior High School-Age African American Youth

Cited by 42 publications

References 29 publications

African American males in higher education: A descriptive/qualitative analysis

African American males in higher education: A descriptive/qualitative analysis

Family parameters of achievement: A structural equation model

The Relationship Between Biblical Literacy, Academic Achievement, and School Behavior Among Christian- and Public-School Students

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