An examination of the relationship between intelligence and state achievement test scores in relation to the perceived parental expectations, involvement and parenting style of middle school students [electronic resource]
說明
114 p
附註
Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3529
Adviser: Yuliang Liu
Thesis (Ph.D.)--Capella University, 2010
This study examined the relationship between intelligence and state achievement test scores in relation to perceived parental involvement, expectation and parenting style of middle school students. Data was collected on the California state achievement test (STAR) completed by participants in June 2008. Psychometric assesments were conducted on these students in a group setting using the Ravens Standard Progressive Matrices. Questionnaires were also completed by students at the beginning of the IQ test administration in June 2008. Data were analyzed using correlational analysis to determine the strength of the relationship between STAR achievement test scores and IQ scores for the student population. A three-way factorial analysis was used along with multiple regression analysis to determine the individual impact of each of the independent variables on the dependent variables. Results indicated that correlation exists between IQ scores and academic achievement on the STAR math test. Parental expectations were also a significant positive predictor of IQ scores. The greatest predictor of academic achievement in math however was a student's perception of their parents as demanding. Perceived parental involvement was not a significant predictor of academic achievement
