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CHAPTER 2 Review of Related Literature and Studies Foreign Literature Student Performa

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CHAPTER 2 Review of Related Literature and Studies Foreign Literature Student

Performance Galiher

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Rodelito Aramay

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CHAPTER 2 Review of Related Literature and Studies Foreign Literature Student

Performance Galiher
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32
Researchers conducted a meta-analysis to synthesize the quantitative literature concerning the
relationship
between parental involvement and childrens academic achievement. Their findings revealed a
moderate

and practically meaningful relationship between parental

involvement and academic achievement. Parental aspiration/expectati
on for childrens
educational achievement was the strongest relationship, while parental home supervision was the
weakest. The relation of parent involvement to achievement was also
stronger as a global indicator of academic achievement (e.g. grade point
average) than as a predictor of student achievement in specific subject areas.( Fan, X.T., &
Chen, M. (2001). Parental involvement and
students academic achievement: A meta
-analysis.
Educational Psychology Review, 13,
1-22.) This article analyzes how specific parenting practices, both at home and at school, relate
to student achievement. Studies cited by the author indicate that parent involvement at home
influences academic performance more strongly than parent involvement at school. Three types
of parent involvement at home are consistently related to school achievement:
Organizing and monitoring children's time, especially related to television viewing;

Assisting with homework; and

Talking about school issues with children.

These methods of involvement have also been linked with the resilience of students who
succeed despite challenges such as poverty, minority status, or native language. Research
analyzed by the author also demonstrates a positive relationship between literacy and reading at
home and student achievement. Several studies have shown a strong relationship between
parents reading to their children as well as children reading to their parents and reading
achievement. School programs that encourage literacy activities at home have proven
successful. Research has not

33
found a consistent relationship between parental involvement in school (attending
school programs, volunteering, visiting classrooms) and student achievement. Research also
shows that children of
disengaged
parents (parents who are authoritarian, fail to provide guidance and structure, and do not provide
emotional support) are the least successful in school settings. Finally, studies reviewed by the
author indicate that schools can encourage parent involvement, both at home and at school, with
outreach efforts. (Finn, J. D. (1998). Parental engagement that makes a difference.
Educational Leadership, 55
(8), 20-24.) Socio-
economic factors like attendance in the class, family income, and mothers and fathers
education, teacher-student ratio, presence of trained teacher in school, sex of student and distance
of school are also affected the performance of the students. (Raychauduri et al., 2010) Kernan,
Bogart & Wheat (2011), academic success of graduate student will be enhanced if the optimal
health related barriers are low. There is negative relationship between college credit and
stress but weak relationship between GPA (Grade Point Average) and stress. (Zajacova, Lynch
and Espenshade, 2005) AmitavaRaychaudhuri, et. al., (July 2010), found that numerous studies
have
been done to identify those factors which are affecting students academic performance. The
students academic performance depends on a number of socio
-
economic factors like students
attendance in th
e class, family income, mothers and fathers education, teacher
-student ratio, presence of trained teacher in school, sex of the student, and distance of schools.
Hijaz and Naqvi (2006) observed that there is a negative relationship between the family income
and
students performance and they focus on the private colleges in Pakistan. H4: Noble (2006),
students academic accomplishments and activities, perceptions of their coping
strategies and positive attributions, and background characteristics (i.e.,
family income, parents
level of education, guidance from parents and number of negative situations in the home) were

34
indirectly related to their composite scores, through academic achievement in high school. The
students face a lot of problems in developing positive study attitudes and study habits. Guidance
is of the factor through which a student can improve his study attitudes and study habits and is
directly proportional to academic achievement. The students who are properly guided by
their parents hav
e performed well in the exams. The guidance from the Factors Affecting Students
Academic Performance Global Journal of Managementand Business Research Volume XII Issue
IX Version I18 Global Journals Inc. 2012 Global Journals Inc. ( US) US2012 Juneteacher
also affects the student performance. The guidance from the parents and the teachers indirectly
affect the performance of the students (Hussain, 2006).
SOCIAL
Researchers have been studying the connection between social development and academic
achievement for decades and have come to a startling conclusion: the single best predictor of
adult adaptation is not academic achievement or intelligence, but rather the ability of the child to
get along with other children (Hartup, 1992). Additionally, Wentzle (1993) found that prosocial
and antisocial behavior are significantly related to grade point average and
standardized test scores, as well as teachers preferences for the student. These studies, and
others like them
,
indicate that a socially adjusted child is more likely to be the academically successful child. As
an explanation for why social development is important to the academic learning process,
Caprara, Barbanelli, Pastorelli, Bandura and Zimbardo (2000) noted that aggression and
other maladaptive behaviors detract from academic success by undermining academic pursuits
and creating socially alienating conditions for the aggressive child. Studies show also that if

35
children are delayed in social development in early childhood they are more likely to be at-risk
for maladaptive behaviors such as antisocial behavior, criminality, and drug use later in life
(Greer-Chase, Rhodes, & Kellam, 2002). In fact, Kazdin (1985) noted that the
correlations between preschool-aged aggression and aggression at age 10 is higher than the
correlation between IQ and aggression. Studies done with students at the ages of middle
childhood and adolescence support the notion that those social skills acquired in early education
are related to social skills and academic performance throughout school-aged years. One such
longitudinal study done with third- and fourth-grade students found that social skills were
predictive of both current and future academic performance (Malecki & Elliot, 2002). Mitchell
and Elias (as cited in Elias, Zins, Graczyk, & Weissberg, 2003) found similar results; they
showed that academic achievement in the third grade was most strongly related to social
competence, rather than academic achievement, in the second grade. Similarly, Capara,
Barbanelli, Pastorelli, Bandura, and Zimbardo (2000) found that changes in achievement in the
eighth grade could be predicted from
gauging childrens social competence in third grade. At the high school level, Scales et a
l. (2005)
measured students level of developmental assets, (positive relationships, opportunities, skills,
values and self-perceptions) and its relationship to academic achievement. In this study, seventh,
eighth, and ninth grade students with more incr
eased developmental assets had higher GPAs in
tenth through twelfth grade than those with less assets. These findings support the view that
a broad focus on social and emotional development promotes academic achievement throughout
middle and high school .
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