Impact of Parental Socio-economic Status on High School EFL Learners' Academic Achievement: Parents' involvement and support in focus <br> DOR: ۲۰.۱۰۰۱.۱.۲۳۲۲۳۸۹۸.۲۰۲۱.۹.۳۶.۱۱.۷
محل انتشار: فصلنامه آموزش و پژوهش زبان، دوره: 9، شماره: 36
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 246
فایل این مقاله در 10 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_JFL-9-36_011
تاریخ نمایه سازی: 9 مرداد 1400
چکیده مقاله:
The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which ۴۹۲ students (۲۶۲ males and ۲۳۰ females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.
کلیدواژه ها:
Academic Achievement ، parents' involvement ، perceived parental autonomy support ، socio-economic status
نویسندگان
hamid Sarkhosh
Department of educational sciences, Islamic Azad University, Urmia , Iran
Maryam Sameri
Department of Educational Sciences, Islamic Azad University, Urmia, Iran
Mohammad Hasani
Department of Educational Sciences, Islamic Azad University, Urmia, Iran