How the academic support of parents, teachers, and peers contributes to a student's achievement : the case of Hong Kong

著者

    • Chen, Jennifer Jun-Li

書誌事項

How the academic support of parents, teachers, and peers contributes to a student's achievement : the case of Hong Kong

Jennifer Jun-Li Chen ; with a foreword by Jinfa Cai

Edwin Mellen Press, c2007

タイトル別名

Academic achievement

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注記

Includes bibliographical references (p. 155-170) and index

HTTP:URL=http://www.loc.gov/catdir/toc/ecip0716/2007017122.html Information=Table of contents only

内容説明・目次

内容説明

This study offers the results of quantitative research investigating the impact of perceived academic support from parents, teachers and peers on students' academic achievement, using a sample group from a secondary school in Hong Kong as a case study. This work should appeal to scholars interested in education and Asian studies. This book investigates student achievement in Hong Kong, using empirical quantitative study testing the hypothesis that Hong Kong students' self-perceived academic support is related to their achievement. Structural equation modeling analyses revealed that the students' perceived levels of parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. In addition, both perceived parental support and perceived teacher support were also directly related to academic achievement, demonstrating that student achievement was a combined outcome of both direct and indirect effects of perceived support from parents and teachers. Comparatively, however, perceived teacher support made the greatest contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. This study also revealed important gender differences as well as grade-level differences in the relationships of perceived academic support from parents, teachers, and peers to academic achievement directly and indirectly through perceived academic engagement.

目次

  • List of Figures
  • List of Tables
  • Foreword by Jinfa Cai
  • Acknowledgements
  • Introduction: Excelling in Hong Kong: Students Thriving Academically in the Political, Cultural, Economic, Social, and Educational Contexts
  • Contextualizing Academic Achievement: Hong Kong's Education System and Cultural Influences
  • The Whole Sample Study: Relations of Perceived Academic Support from Parents, Teachers, and Peers to Perceived Academic Engagement and Achievement
  • The Gender Study: Gender Differences in the Relations of Perceived Academic Support from Parents, Teachers, and Peers to Perceived Academic Engagement and Achievement
  • The Grade-Level Study: Grade-Level Differences in the Relations of Perceived Academic Support from Parents, Teachers, and Peers to Perceived Academic Engagement and Achievement
  • General Conclusion: Research Findings as Related to Issues within Broader Educational, Psychological, and Socio-Cultural Contexts
  • References
  • Appendices (A-D)
  • Index.

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