Parental Influence on Children's Achievement from Korea: Types of Involvement, Attributions, Education, and Income

Persistent Link:
http://hdl.handle.net/10150/242411
Title:
Parental Influence on Children's Achievement from Korea: Types of Involvement, Attributions, Education, and Income
Author:
Lee, Sun Hwa
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Korean middle school students have shown outstanding performance in various international assessments since a decade ago. The current study focused on parental variables and their relations to their children's achievement. In this study, the researcher sought to explore how parental variables such as parental involvement, attributions, education, and income influence performance of Korean youths. Completed questionnaires from 138 Korean parents whose children are middle school students were analyzed to answer the research questions. The analyses of data in this study confirmed that parents' educational level, private tutoring expenditure, satisfaction with private tutoring, parents' home and school based involvement, parents' perception of their children's GPA, parents' attribution of luck, effort, and strategy to their children's academic success were associated with children's achievement in Korean families. The results of this study indicated that not only parental involvement in home based and school based activities, but also private tutoring based activities, were positively associated with Korean middle school students' achievement. In particular, parents' involvement in private tutoring based activities was a strong factor to enhance children's achievement in core academic subjects (math, Korean, English). The findings of this study suggested that Korean parents' involvement includes the private tutoring system as well as home and school involvement, and this unique aspect of parental involvement is used as an important strategy to promote children's academic achievement by current Korean parents.
Type:
text; Electronic Dissertation
Keywords:
Korean parental attributions; Korean parental involvement; School Psychology; Korean children's achievement; Korean education
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; School Psychology
Degree Grantor:
University of Arizona
Advisor:
Perfect, Michelle

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleParental Influence on Children's Achievement from Korea: Types of Involvement, Attributions, Education, and Incomeen_US
dc.creatorLee, Sun Hwaen_US
dc.contributor.authorLee, Sun Hwaen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractKorean middle school students have shown outstanding performance in various international assessments since a decade ago. The current study focused on parental variables and their relations to their children's achievement. In this study, the researcher sought to explore how parental variables such as parental involvement, attributions, education, and income influence performance of Korean youths. Completed questionnaires from 138 Korean parents whose children are middle school students were analyzed to answer the research questions. The analyses of data in this study confirmed that parents' educational level, private tutoring expenditure, satisfaction with private tutoring, parents' home and school based involvement, parents' perception of their children's GPA, parents' attribution of luck, effort, and strategy to their children's academic success were associated with children's achievement in Korean families. The results of this study indicated that not only parental involvement in home based and school based activities, but also private tutoring based activities, were positively associated with Korean middle school students' achievement. In particular, parents' involvement in private tutoring based activities was a strong factor to enhance children's achievement in core academic subjects (math, Korean, English). The findings of this study suggested that Korean parents' involvement includes the private tutoring system as well as home and school involvement, and this unique aspect of parental involvement is used as an important strategy to promote children's academic achievement by current Korean parents.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectKorean parental attributionsen_US
dc.subjectKorean parental involvementen_US
dc.subjectSchool Psychologyen_US
dc.subjectKorean children's achievementen_US
dc.subjectKorean educationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPerfect, Michelleen_US
dc.contributor.committeememberBauman, Sherien_US
dc.contributor.committeememberThompson, Kristinen_US
dc.contributor.committeememberSummers, Jessicaen_US
dc.contributor.committeememberPerfect, Michelleen_US
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