Ana Baba Katılımı ve Beklentilerinin İlköğretim Öğrencilerinin Akademik Başarısı Üzerindeki Etkisi

Yıl 2021, Cilt: 22 Sayı: 1, 809 - 840, 30.04.2021

E.nihal Lindberg Pınar Güven

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

Cited By: 2

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

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