The Relationship between Socioeconomic Status of Parents and their Involvement in School Life

Yıl 2019, Cilt: 12 Sayı: 3, 978 - 991, 31.07.2019

Uluhan Kurt , Yasemin Taş

https://doi.org/10.30831/akukeg.470256

Cited By: 1

Öz

In
this study, it was aimed to investigate the relationship between the
socioeconomic status of the parents of middle school students and their
involvement in the school life of the child. The study is a correlational study
and the data were collected through surveys. With the specified purpose,
demographic information questionnaire and parental involvement scale were
administered to a sample consisting of 926 students in grade 6 through 8,
enrolling in the middle schools in the central districts of Erzurum province.
Education level of parents and working status of parents were used as
indicators of the socioeconomic status of parents. Parental involvement, on the
other hand, was addressed with parents’ educational aspiration, parental
participation, parental communication, and parental autonomy support. Canonical
correlation analysis showed that the education level of the parents and the
working status of the father are in a positive relation with the parental
involvement in the school life. Based on these findings, it can be said that
parents who have high socioeconomic status have a higher aspiration for their
children's education, communicate more with their children about school,
participate more in activities and meetings in the school, and support more
their children's autonomy.

Anahtar Kelimeler

parental involvement to school life, socioeconimic status, middle school

Ebeveynlerin Sosyoekonomik Düzeyleri ile Çocuklarının Okul Hayatına Katılımları Arasındaki İlişki

Öz

Bu araştırmada,
ortaokul öğrencilerinin ebeveynlerinin sosyoekonomik düzeyi ile çocuklarının
okul hayatına katılımı arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma
korelasyonal bir çalışma olup, anket yolu ile veriler toplanmıştır. Belirlenen
amaç doğrultusunda Erzurum ili merkeze bağlı ilçelerdeki ortaokullarda öğrenim
görmekte olan, 6. sınıftan 8. sınıfa kadar toplam 926 öğrenciden oluşan
örnekleme, demografik bilgi anketi ve ebeveyn katılımı ölçeği uygulanmıştır.
Ebeveynlerin sosyoekonimik düzeyinin göstergeleri olarak anne ve babanın eğitim
düzeyi ile çalışma durumu kullanılmıştır. Ebeveynlerin çocuklarının okul
hayatına katılımını belirlemek için ise, ebeveynlerin çocuklarının eğitimi ile
ilgili arzusu, ebeveyn-çocuk iletişimi, ebeveyn katılımı ve ebeveynlerin
özerklik desteğinden yararlanılmıştır. Yapılan Canonical korelasyon analizi
sonuçları, ebeveynlerin eğitim düzeyi ve babanın çalışma durumunun,
ebeveynlerin okul hayatına katılımı ile pozitif yönde ilişkili olduğunu
göstermiştir. Bu sonuçlar doğrultusunda, sosyoekonomik düzeyi yüksek olan
ebeveynlerin, çocuklarının eğitimi ile ilgili arzusunun daha yüksek olduğu,
çocukları ile okulda olanlar hakkında daha fazla iletişim kurduğu, okuldaki
etkinliklere ve toplantılara daha fazla katılım gösterdiği ve çocuklarının
özerkliğini daha fazla desteklediği söylenebilir.  

Anahtar Kelimeler

Ebeveynlerin okul hayatına katılımı, sosyoekonomik düzey, ortaokul

Kaynakça

• Abbak, B. S. (2008). Okul öncesi eğitim programlarındaki ebeveyn katılımı etkinliklerinin anasınıfı öğretmenleri ve ebeveyn görüşleri açısından incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Çukurova Üniversitesi. Sosyal Bilimler Enstitüsü. Adana.
• Astone, N. M., & McLanahan, S. S. (1991). Family Structure, Parental Practices and High School Completion. American Sociological Review, 56(3), 318-330.
• Baeck, U. K. (2010). Parental involvement practices in formalized home–school cooperation, Scandinavian Journal of Educational Research, 54(6), 549-563.
• Barbato, C. A., Graham E. E., & Perse, E. M. (2003). Communicating in the family: An examination of the relationship of family communication climate and interpersonal communication motives. Journal of Family Communication, 3(3), 123-140.
• Baker, D. P., & Stevenson, D. L. (1986). Mothers’ strategies for children’s school achievement: Managing the transition to high school. Sociology of Education, 59(3), 156-166.
• Balli, S. J., Demo, D. H., & Wedman, J. E. (1998). Family involvement with children’s homework: An intervention in the middle grades. Family Relations, 47(1), 149-157.
• Crozier, G. (1999). Parental involvement: Who wants it?. International Studies in Sociology of Education, 9(3), 219-238.
• Çağdaş, A. (2002). Anne-baba çocuk iletişimi. Ankara: Nobel Yayın Dağıtım.
• Çalışkan, N., & Aslanderen, M. (2014). Aile içi iletişim ve siber yaşam: Teorik bir çözümleme. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 263-277.
• Demircan, H. Ö. (2012). Okul öncesi eğitim kurumlarında gelişimsel uygunluk uygulamaları ve ebeveyn katılımı: Öğretmen ve anne-baba görüşleri. Yayınlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi, Ankara.
• Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter?. The Journal of Educational Research, 93(1), 11-30.
• Driessen, G., Smit, F., & Sleegers, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509-532.
• Epstein, J. L. (2001). Building bridges of home, school and community: the importance of design. Journal of Education for Students Placed at Risk, 6(1-2), 161-168.
• Fan, X. (2001). Parental involvement and students’ academic achievement: A growth modeling analysis. Journal of Experimental Education, 70(1), 27–61.
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: a meta-analysis, Educational Psychology Review, 13(1), 1-22.
• Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74.
• Gökçe, S. (2005). A structural equation modeling study: Factors related to mathematics and geometry achievement across grade levels. Yayınlanmamış yüksek lisans tezi, Ortadoğu Teknik Üniversitesi, Ankara.
• Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 64, 237-252.
• Heyns, B., & Catsambis, S. (1986). Mother’s employment and children’s achievement: A critique. Sociology of Education, 59(3), 140-151.
• Hong, S., & Ho, H.Z. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97(1), 32-42.
• Jafarov, J. (2015). Factors affecting parental involvement in education: The analysis of literature. Khazar Journal of Humanities and Social Sciences, 18, 35-44.
• Jeynes, W. H. (2003). A meta-analysis: the effects of parental involvement on minority children's academic achievement, Education and Urban Society, 35(2), 202-218.
• Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: a meta-analysis, Urban Education, 42(1), 82-110.
• Jordan, C., Orozco, E., & Averett, A. (2001) Emerging Issues in School, Family, & Community Connections: Annual Synthesis. Austin, TX: Southwest Educational Development Lab.
• Katsilis, J., & Rubinson, R. (1990). Cultural capital, student achievement, and educational reproduction: The case of Greece. American Sociological Review, 55(2), 270-278.
• Kocaman, V. (2006). Çocuklarda iletişim becerilerini artırma yöntemleri. Yayımlanmamış Yüksek Lisans Tezi, Beykent Üniversitesi, İstanbul.
• Kung, H.-Y. (2016). The relationships among parents’ socioeconomic status, parental Involvement and academic achievement in Taiwanese middle school students. Journal of Education and Human Development, 5(4), 177-186.
• Kurt, U., & Tas, Y. (2018). The relationships between parental involvement, students’ basic psychological needs and students’ engagement in science: A path analysis. Journal of Education in Science, Environment and Health (JESEH), 4(2), 183-192.
• LaRocque, M., Kleiman, I., & Darling, S. M. (2011) ‘Parental involvement: the missing link in school achievement’, Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115-122.
• Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193–218.
• Lueptow, L. B. (1975). Parental status and influence and the achievement orientations of high school seniors. Sociology of Education, 48(Winter), 91- 110.
• Milne, A. M., Myers, D.E., Rosenthal, A. S., & Ginsburg, A. (1986). Single parents, working mothers, and the educational achievement of school children. Sociology of Education, 59(3), 125-139.
• Niemiec, C. P., Lynch, M. F., Vansteenkiste, J. B., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.
• Özdemir, Y., & Çok, F. (2011). Ergenlikte özerklik gelişimi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(36), 152-164.
• Patrikakou, E. N. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Academic Development Institue.
• Pelletier, J., & Brent, J. M. (2002). Parent participation in children’ school readiness: the effects of parental self-efficacy, cultural diversity and teacher strategies, International Journal of Early Childhood, 34(1), 45-60.
• Pena, D. C. (2000). ‘Parent involvement: influencing factors and implications’, The Journal of Educational Research, 94(1), 42-54.
• Poston, D. L., & Falbo, T. (1990). Academic performance and personality traits of Chinese children: Onlies versus others. American Journal of Sociology, 96(2), 433-451.
• Potvin, P., Deslandes, R., & Leclerc, D. (1999). Family characteristics as predictors of school achievement: parental involvement as a mediator, McGill Journal of Education, 34(2), 135-153.
• Reay, D. (2004). Education and cultural capital: The implications of changing trends in education policies. Cultural Trends, 13(50), 73-86.
• Robbins, R. J. (1994). An assessment of perceptions of parental autonomy support and control: Child and parent correlates. Yayınlanmamış doktora tezi, University of Rochester, NY.
• Shaver, A. V., & Walls, R. T. (1998). Effect of Title I parent involvement on student reading and mathematics achievement. Journal of Research and Development in Education, 31(2), 90-97.
• Sui-Chu, E. H., & Willms, J.D. (1996). Effects of parental involvement on eight-grade achievement. Sociology of Education, 69(2), 126-141.
• Şahin, S., & Aral, N. (2012). Aile içi iletişim. Ankara Sağlık Bilimleri Dergisi, 1(3), 55-66.
• Uzun, G. (2017). Akademik başarının okul, aile ve öğrenci özellikleri ile ilişkisinin çok düzeyli yapısal eşitlik modellemesi ile incelenmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Ankara.
• Vellymalay, S. K. N. (2012). The impact of parent’s socioeconomic status on parental involvement at home: A case study on high achievement Indian students of a Tamil school in Malaysia. International Journal of Academic Research in Business and Social Sciences, 2(8), 11-24.