Ana Baba Katılımı ve Beklentilerinin İlköğretim Öğrencilerinin Akademik Başarısı Üzerindeki Etkisi

Yıl 2021, , 809 - 840, 30.04.2021

E.nihal Lindberg , Pınar Güven

https://doi.org/10.17679/inuefd.888292

Cited By: 4

Öz

Bu çalışma, ilkokul ve ortaokul öğrencilerinin akademik başarıları ile ana babalarının katılımları ve gelecekteki eğitimlerine yönelik beklentileri arasındaki ilişkinin ortaya konmasını amaçlayan ilişkisel bir araştırmadır. Çalışma …. ilinde yürütülmüş, araştırmanın örnekleminin belirlenmesinde sosyoekonomik düzey ve sosyokültürel çeşitliliğin sağlanması dikkate alınmıştır. Çalışmaya 420 ana baba, araştırma amacı açıklandıktan sonra gönüllü olarak katılmıştır. Çalışmanın verileri, Sheldon ve Epstein (2007) tarafından geliştirilip Oğuz (2012) tarafından Türkçeye uyarlanan “İlköğretimde Okul ve Aile Katılım Ölçeği”nin Veli Alt Ölçeği yoluyla elde edilmiştir. Çalışmanın tek bir bağımlı değişkeni (akademik başarı) varken, altı bağımsız değişkeni (ana babanın eğitim düzeyi, ailenin gelir düzeyi, çocuğun cinsiyeti, ana babanın cinsiyeti, ana baba katılımı, ana baba beklentisi) vardır.
Araştırma kapsamında değişkenler arasındaki ilişkilerin belirlenmesinde t testi ve Ki-Kare kullanılmış; ilişkili değişkenlerin akademik başarıyı yordama düzeylerinin belirlenmesinde ise Lojistik regresyon analizi kullanılmıştır. Analizler sonunda; akademik başarı ile çocuğun, ana babanın cinsiyeti ve ana babanın eğitime okulda katılımı arasında anlamlı bir ilişki olmadığı sonucuna ulaşılmıştır. Bununla birlikte, akademik başarı ile ana babanın eğitim düzeyi, ailenin gelir düzeyi, ana baba beklentisi ve ana babanın eğitime evde katılımı arasında olumlu yönde bir ilişki bulunmuştur. Son olarak, bir öğrencinin akademik başarısını yordayan en önemli değişkenin ana babanın yüksek beklentileri olduğu ortaya konmuştur. Sonuçlar temelinde ana baba, okul ve araştırmacılar için öneriler geliştirilmiştir.

Anahtar Kelimeler

Akademik başarı, Anababa bilişleri, Anababa katılımı, Anababa beklentisi

The Impact of Parental Involvement and Expectations on Elementary School Students' Academic Achievement

Öz

This study is a correlational research that aims to define the relationship between parental involvement, parental expectations and elementary school students’ academic success. The research was conducted in …… province and in defining the sample of the study, it was aimed to ensure the diversity of socioeconomic level and sociocultural status. Totally, 420 parents have voluntarily participated in the research after the purpose of the study explained to them. The data was gathered with the Scale for School and Family Involvement in Elementary Schools, subscale of parents developed by Sheldon and Epstein’s (2007) which has been adapted into Turkish by Oğuz (2012). While there was only one dependent variable of the study (academic success), there are six independent variables (parents’ educational status, household income, parents’ gender, child’s gender, parental involvement, parental expectation).
Within the research, independent samples t-test and Chi-square independence test were used. Moreover, logistic regression analysis was performed in order to define the power of predictability of the variables. Results showed that, there are not significantly statistical relations between academic success and parents’ gender, children’s gender, parental involvement at school. On the other hand, it has been concluded that parents’ educational status, household income, parental expectation and parental involvement at home are significantly correlated with children’s academic success. It was seen that the most important predictor of a child’s academic success is parental expectations. Based on the results, recommendations were developed for parents, schools and researchers.

Anahtar Kelimeler

Academic achievement, Parental Involvement, Parental cognitions, Parental expectations

Kaynakça

• Aktamış H., Ünal G., & Ergin Ö. (2008). Öğrencilerin fene yönelik tutumlarına ailelerinin etkisi. Aile ve Toplum, (4)14, 39-48.
• Amatea, E., & West-Olatunji, C. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11(2), 81-89.
• Argon, T. & Kıyıcı, C. (2012). İlköğretim kurumlarında ailelerin eğitim sürecine katılımlarına yönelik öğretmen görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 80-95.
• Başar, M. (2001). Ailelerdeki yanlış başarı algılamasının öğrenciler üzerindeki etkileri. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 2(2), 115-124.
• Batyra, A. (2017). Türkiye’de cinsiyete dayalı başarı farkı. Aydın Doğan Vakfı. Eğitim Reformu Girişimi. Retrieved from https://aydindoganvakfi.org.tr/static/media/images/files/PISA_TR.pdf.
• Carney-Hall, K. C. (2008). Understanding current trends in family involvement. New Directions for Student Services (122), 3-14. https://doi.org/10.1002/ss.271
• Carpenter, D. M. (2008). Expectations, aspirations, and achievement among Latino students of immigrant families. Marriage & Family Review, 43(1/2), 164-185. https://doi.org/10.1080/01494920802013078
• Clinton, J. & Hattie, J. (2013). New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education, 33(3), 324-337. https://doi.org/10.1080/02188791.2013.786679
• Comer, J. P. & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The Elementary School Journal, 91(3), 271-277. https://doi.org/10.1086/461654
• Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması. İlköğretim Online E-dergi, 2(2), 28-34. Retriewed from http://ilkogretim- online.org.tr/vol2say2/v02s02d.pdf at 15.12.2018
• Çokluk, Ö. (2010). Lojistik regresyon analizi: Kavram ve uygulama. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPPS ve LISREL uygulamaları. Ankara: Pegem Academy.
• Çubukçu, Z., & Girmen, P. (2006). Ortaöğretim kurumlarının etkili okul özelliklerine sahip olma düzeyleri. Manas Üniversitesi Sosyal Bilimler Dergisi, 16, 121-136.
• Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294
• Daymaz, S. (2012). The analysis of the relation hip between 7th grade of primary school students’ parents’expectations and the test anxiety. Unpublished Master Thesis, Istanbul: University of Yeditepe.
• Deslandes, R. (Ed.). (2009). International perspectives on contexts, communities and evaluated innovative practices: Family-school-community partnerships. Abingdon: Routledge.
• Duan, W., Guan, Y. & Bu, H. (2018). The effect of parental involvement and socioeconomic status on junior school students’ academic achievement and school behavior in China. Frontiers in Psychology, 9 (952). https://doi.org/10.3389/fpsyg.2018.00952
• Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730. https://doi.org/10.1037/0022-0663.96.4.723
• Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701–712.
• Epstein, J. L. (2008). Improving family and community involvement in secondary schools. Principal Leadership, 8(2), 16-22.
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13 (1), 1-22. DOI: https://doi.org/10.1023/A:1009048817385
• Flaxman, E., & Inger, M. (1991). Parents and Schooling in the 1990s. The ERIC Review, 1 (3), 2-6.
• Flynn, G. V. (2007). Increasing parental involvement in our schools: The need to overcome obstacles, promote critical behaviors, and provide teacher training. Journal of College Teaching & Learning, 4(2), 23-30. https://doi.org/10.19030/tlc.v4i2.1627
• Goldenberg, C., Gallimore, R., Reese, L. & Garnier, H. (2001). Cause or effect? Study of immigrant Latino parents’ aspirations and expectations and their children’s school performance. American Educational Research Journal, 38(3), 547-582. https://doi.org/10.3102/00028312038003547
• Gonzales-DeHass, A. R., Willems, P. P. & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Pyschology Review, 17(2), 99-123. https://doi.org/10.1007/s10648-005-3949-7
• Graue, E., & Brown, C. P. (2003). Preservice teachers’ notions of family and schooling. Teaching and Teacher Education, 19(7), 719–735. ttps://doi.org/10.1016/j.tate.2003.06.002
• Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V. & Sandler, H. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544. https://doi.org/10.1037/0022-0663.99.3.532
• Gurdal, S. (2015). Children and Parents-Attributions, Attitudes and Agency. Retrived from: https://gupea.ub.gu.se/handle/2077/39348
• Hill, N. E. & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. DOI: 10.1037/a0015362
• Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. https://doi.org/10.1086/499194
• Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. Newyork: Springer.
• Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. https://doi.org/10.1080/00131911.2010.488049
• İflazoğlu-Saban, A.İ. & Şeker, M. (2010). İlköğretim 5.sınıf öğrencilerinin performans görevlerindeki başarıları ile ailelerin eğitim öğretim çalışmalarına katılım düzeyleri arasındaki ilişkinin belirlenmesi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 19(3),361-390.
• Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malachuk, O. (2005). I can, but I don’t want to: The impact of parents, interests, and activities on gender differences in math. In Gallagher, M. Ann, J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 246–263). New York, NY: Cambridge University Press.
• Jeynes, W. H. (2007). The relationship between parental ınvolvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110. https://doi.org/10.1177/0042085906293818
• Jeynes, W. H. (2011). Parental involvement and academic success. New York: Routledge.
• Kaya, Ö. & Bacanlı, H. (2016). Eğitim yaşantısına ebeveyn katılım algısını açıklamaya yönelik bir model geliştirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 410-423. https://doi.org/10.16986/HUJE.2015014092
• Kim, S. W. (2018). How and why fathers involved in their children’s education: gendered model of parent involvement. Educational Review, 70 (3), 280-299. https://doi.org/10.1080/00131911.2017.1311304
• Kirk, C. M., Lewis-Moss, R. K., Nilsen, C. & Colvin, D. Q. (2011). The role of parent expectations on adolescent educational aspirations. Educational Studies, 37 (1), 89-99. https://doi.org/10.1080/03055691003728965
• Kotaman, H. (2008). Türk ana babalarının çocuklarının eğitim öğretimlerine katılım düzeyleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 135-149.
• Lam, B. T. & Ducreux, E. (2013). Parental influence and academic achievement among middle school students: Parent perspective. Journal of Human Behaviour in the Social Environment, 23(5), 579-590. https://doi.org/10.1080/10911359.2013.765823
• LaRocque, M., Kleiman,I., Darling, S.M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), 115–122. https://doi.org/ 10.1080/10459880903472876
• Lee, S. M., Kushner, J., & Cho, S. H. (2007). Effects of parent’s gender, child’s gender, and parental involvement on the academic achievement of adolescents in single parent families. Sex roles, 56(3), 149-157. https://doi.org/10.1007/s11199-006-9157-1
• Lenz, C. R. (1999). The effects of family influence on motivation and achievement of low socio-economic Latino and African-American elementary school students. Doctoral thesis, St. John’s University, New York
• Lindberg, E.N., Yildirim, E., Elvan, O., Ozturk, D. & Recepoglu, S. (2019). Parents' educational expectations: Does it matter for academic success?. SDU International Journal of Educational Studies, 6(2), 150-160. https://doi.org/10.33710/sduijes.596569
• Liu, J. & Lynn, R. (2015). Chinese sex differences in intelligence: Some new evidence. Personality and Individual Differences, 75, 90-93. https://doi.org/10.1016/j.paid.2014.11.002
• Mistry, R., White, E., Benner, A. & Huynh, V. (2009). A longitudinal study of the simultaneous influence of mothers' and teachers' educational expectations on low-income youth's academic achievement. Journal of Youth and Adolescence, 38, 826-838. https://doi.org/ 10.1007/s10964-008-9300-0
• Morera, M. C., Exposito, E., Lopez-Martin, E. & Lizasoain, L. (2015). Parent involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. https://doi.org/10.1016/j.edurev.2015.01.002
• Neuenschwander, M. P., Vida, M., Garret, J. L., & Eccles, J. (2007). Parent's expectations and students' achievement in two western nations. International Journal of Behavioral Development, 31(6), 594–602. https://doi.org/10.1177/0165025407080589
• Oğuz, K. (2012). İlköğretim okullarında aile katılımı: Ölçek uyarlaması (Parental involvement in elementary school: Adaptation of the scale of Parental Involvement). Unpublished master thesis. Kastamonu University, Institute of Social Sciences, Kastamonu.
• Patrikakou, E.N. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Lincoln, IL: The Center on Innovation and Improvement. Retrieved from http://www.centerii.org/search/Resources/PowerParInvolve.pdf
• Pavalache-Ilie, M. & Tirdia, F. A. (2015). Parental involvement and intrinsic motivation with primary school students. Procedia Social and Behavioral Sciences, 187, 607-612. https://doi.org/10.1016/j.sbspro.2015.03.113
• Pong, S., Hao, L. & Gardner E. (2005). The roles of parenting styles and social capital in the school performance of immigrant Asian and Hispanic adolescents. Social Science Quarterly, 86(4), 928-950. https://doi.org/10.1111/j.0038-4941.2005.00364.x
• Ramirez, A. Y. F. (2003). Dismay and disappointment: Parental involvement of Latino immigrant parents. Urban Review, 35, 93–110. https://doi.org/10.1023/A:1023705511946
• Rubie-Davies, C. M., Peterson, E., Irving, E., Widdowson, D. & Dixon, R. (2010). Expectations of achievement: Student, teacher and parent perceptions. Research in Education, 83, 36-53. https://doi.org/10.7227/RIE.83.4
• Räty, H., Leinonen, T., & Snellman, L. (2002). Parents' educational expectations and their socialpsychological patterning. Scandinavian Journal of Educational Research, 46 (2), 129–144. Retrieved from: http://blogs.ubc.ca/newproposals/files/2009/03/education_parents_expectation.pdf
• Sabancı, A. (2009). Türkiye’de veli katılımına ilişkin ilköğretim okulu yöneticilerinin, öğretmenlerinin ve öğrenci velilerinin görüşleri. Eurasian Journal of Educational Research, 36(Yaz), 245-262.
• Sarpkaya, P. (2007). Yönetici, öğretmen, öğrenci ve velilere göre resmi liselerdeki öğrenci disiplin sorunlarının nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2 (22), 110-121.
• Sheldon, S.B., Epstein, J.L. (2007). Student survey of family and community involvement in the elementary and middle grades. Baltimore: Johns Hopkins University, Center on School, Family, and Community Partnerships.
• Stahl, J. D. (2012). Parental Involvement in Education. Retrieved from http://www.jeffdstahl.com/worksfiles/parentalinvolvement.pdf
• Symeou, L. (2008). From school-family links to social capital: Urban and rural distinctions in teacher and parent networks in Cyprus. Urban Education, 43, 696-722. https://doi.org/10.1177/0042085907311825
• Şad, S.N. (2012). Investigation of parental involvement tasks as predictors of primary students’ Turkish, Math and Science & Technology achievement. Eurasian Journal of Educational Research, 49 (Fall), 173-196.
• Şirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
• Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. New York: Allyn and Bacon.
• Taş, U. E., Arıcı, Ö., Ozarkan, H. B. & Özgürlük, B. (2016). Uluslararasi öğrencı̇ değerlendı̇rme programi PISA 2015 ulusal raporu. Ankara: Millî Eğitim Bakanlığı. Retrieved from http://odsgm.meb.gov.tr/test/analizler/docs/PISA/PISA2015_Ulusal_Rapor.pdf
• Vaden-Kiernan, N., & Chandler, K. (1996). Parents’ reports of school practices to involve fami¬lies. National Center for Education Statistics, 1-15. Retrieved from http://nces.ed.gov/pubs/97327.pdf.
• Valsiner, J. (Ed.). (1988). Child development within culturally structured environments: Parental cognition and adult-child interaction. Ablex Publishing.
• Vygotsky, L.S. (1978). Mind in Society. (Ed. M. Cole, V.Joh-Steiner, S. Scribner, E. Souberman). Massachusetts: Harvard University Press.
• Weber, A. (2010). Can family involvement improve educational outcomes in developing countries?. Retrieved from: http://hdl.handle.net/10419/37533
• Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
• Yamamoto, Y. & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 89-214. https://doi.org/10.1007/s10648-010-9121-z
• Yıldırım H. H., Yıldırım S., Ceylan, E. & Yetişir, M. İ. (2013). Türkiye perspektifinden TIMSS 2011 sonuçları. Ankara: Türk Eğitim Derneği Tedmem Analiz Dizisi I.