Cross Sectional And 4-Year Longitudinal Study Factorial Design

They were given a survey comparing many different factors using a 6-point likert scale, which is a series of six boxes with the first being a strongly disagree to the last being a strongly agree. They were asked questions about who influenced them, parental influence and pressure, their socialization, how often they trained or had sporting events, their need for academic support, financial aid, stress level and various other topics. The test concluded that the main stress point to do well in school was parental pressure. “The highest mean score is for parental pressure at 4.55. This is followed by support systems and socialization (both 4.15)” (Chuan et al. 16). This was the most consistent among both male and female test takers; however, females tended to show a stronger desire to do well academically. According to the test results, the authors were also able to deduce that sports participants typically got lower grades than students that did not participate in sports.

The participation rate among the three schools was over 95%. In order to take part in the studies, the school sent home consent forms to the parents to inform them what kind of studies were going to be performed. If the student returned the consent form signed, then they were able to take part in the experiment. The students were then given directions on how to complete the surveys and assistance was given if necessary. (Cyr, B et al

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

The child reported that he is a B student, he indicated at times he enthusiastic about going to school and at other times he does not want to attend. James reported that he does go to school late. He indicated that there are no subjects that are difficult for him. James stated that he has friends in school. He indicated that he does not get involved in physical confrontations in school.

Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.

It is doubtless that most of parents want their children get a well-rounded education which will lead children to a successful future. Some parents believe that the obligation of educating their children only belong to schools, whereas parental involvement is definitely important to their children’s education. For those parents who are willing to spend money and energy on getting involved into their

In conclusion each child has a unique pattern of adjusting to school life and academics in their own pattern of

Pickhardt states that in some cases the middle school teachers give parents the wrong message. This message is to let the student not do the work and fail as they will learn more from their consequences. Pickhardt explains how most of these students need to learn from the academic failure and letting them fail would mean that there would be a lack of effort in wanting to do work. Here parents can help the students by giving them support to continue giving the most academic work that can be done. Sixth grade students don’t get the attention that they

Studies have found that authoritative parents foster an environment that breeds few academic problems and high levels of self-determination to do well in school (Aldhafri, 2011). In fact, it is the biggest predictor of later school success and academic competence. (Sartaj & Aslam, 2010). However, another study conducted on Spanish children found that children with permissive and authoritative parents were equal in personal competence (a combination of social competence and grade point average), but children with permissive parents still received more failing grades than authoritative. And the children of authoritative parents scored higher in personal competence than authoritarian, but received the same amount of failing grades (Garcia & Gracia,

Department of Education called the Early Childhood Longitudinal Study (ECLS); ECLS sought to measure the academic success of a randomly selected group of American schooled kindergarten students through the fifth grade (162). From this study, Levitt and Dubner came to the conclusion good parenting “techniques” have to do more with the parents themselves and less with the parent’s actions (177). Data collected from this study suggests that the success of a child is more dependent of who the parents is than what the parent does for the child. Even though it may seem parenting is not fully in the parents control, it is actually the

Some parents are at their children's back, daily pushing them to excel academically. Families pressuring their child to perform well on a test, push them to aim only for performances goals rather than learning goals. For example a student will study for his test only because he wants to have the higher grade and not for the pleasure to learn. Parents is one of the many institutions that makes students feels as if their life success depends on getting the highest SAT or GPA score. One of the common scenario that parents do that really impact a student mentally is when they use the comparison method as a mean to pressure their child. Parents will compare their child's performances but comparing students among st themselves or even among st family member is the core of competition. For example, you will avoid being the subject of conversation during the next family reunion by coming back home with good grades. Many reasons can be attribute to the pressuring attitudes that parents inflict to students. It could be reasons related to the past such as parents that didn’t have the opportunity to have an education when they grew up, so they want their children to experiment what they have missed.

Cross sectional designs involve studies of one group at one time and usually refer to a representative sample of this group. Longitudinal studies are studies of the same group over a period of time and generally are studies of change (Hagan, 2010, p. 83).Longitudinal design means the same subjects are observed multiple times in other words the researcher study the same variables over a preceding time, it is an observation done again several times in the same way. An advantage of longitudinal design is the ability to show a repeated or particular way in which something is done over time whereas the researcher can learn about the causation between actions such that one or more are the result of the other. The disadvantage of longitudinal design

It is apparent throughout research parents have a high impact on the outcomes of adolescent emotional regulations and the behavior during adolescents (Feldman, 2011; Jabeen, Haque, & Riaz, 2013; Millings et al., 2012). Jabeen et al. (2013) states "parents play a crucial role in the social and emotional development of children" (pg.85). This part parent's play can be effected as stated above and the fluidity of parenting styles and their effects on adolescents should be observed. Through research looking at performance in school by Areepattamannil (2010), finds that supportive parenting yields higher achievement in school and is nearly as close in relationship to socioeconomic status.

In this paper, I will examine how parenting style affects an individuals relationship with his or her children. According to Baumrind, there are four main parenting styles, differentiated on levels of support and expectations. This paper focuses on parents with high support and high expectations,who are known as authoritative parents and those who are supportive with low expectations, who are are permissive. These four different styles of parenting lead to very different developmental outcomes for children in social, academic and emotional domains. However, this model does not fully explain parent-child interactions because it neglects to reference the environmental context of the relationship along with any personal differences in temperament of the child. This context introduces complexity such as personality differences, age of child and marital status of the parents. This is an important topic to investigate because of the impact parenting style can have on developmental outcomes for both the immediate child and for future generations.

The purpose of this study is to identify the students’ profile in terms of age, gender, family income, parents’ educational attainment, and grades for the last school year attended. It also needs to identify the school climate condition that provides school to understand the working condition and leadership, instructional focus and physical environment.