SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2017 / Cilt: 17 - Sayı: 2

THE IMPACT OF PERCEIVED PARENTAL AND TEACHER ACADEMIC INVOLVEMENT IN SOCIAL STUDIES ON STUDENTS’ SOCIAL STUDIES ACADEMIC SELF-CONCEPT AND ENGAGEMENT

SOSYAL BİLGİLER DERSİNDE ALGILANAN ANNE-BABA VE ÖĞRETMEN AKADEMİK KATILIMININ ÖĞRENCİLERİN AKADEMİK BENLİK KAVRAMLARINA VE SOSYAL BİLGİLER DERSİNE BAĞLILIKLARINA ETKİSİ

Şahin DÜNDAR
Pages
608–635
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Similarly, gender, school level, social studies academic selfconcept, perceived parental academic monitoring, teacher academic monitoring and support in social studies significantly predicted students’ engagement in social studies

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated the impact of perceived parental and teacher academic involvement in social studies on students’ social studies academic self-concept and engagement in social studies.
📊
Key Findings & Data:The data were gathered from 501 students at three elementary and three middle schools in Edirne in 2015-2016 academic year.
💡
Conclusion & Impact:Similarly, gender, school level, social studies academic selfconcept, perceived parental academic monitoring, teacher academic monitoring and support in social studies significantly predicted students’ engagement in social studies
🔬Design:Research Article
📍Scope:2015-2016 Verileri
⚙️Variables:Domain Parameters

Abstract

This study investigated the impact of perceived parental and teacher academic involvement in social studies on students’ social studies academic self-concept and engagement in social studies. The data were gathered from 501 students at three elementary and three middle schools in Edirne in 2015-2016 academic year. The findings showed that female students perceived more parental academic support and were engaged more in social studies compared to males. Elementary school students as compared to middle school students perceived more parental and teacher academic involvement in social studies, they had more positive social studies academic self-concept and engaged more in social studies. Moreover, school level, perceived parental academic monitoring and perceived teacher academic support in social studies significantly predicted students’ social studies academic self-concepts. Similarly, gender, school level, social studies academic selfconcept, perceived parental academic monitoring, teacher academic monitoring and support in social studies significantly predicted students’ engagement in social studies

Özet

Bu çalışmada, sosyal bilgiler dersinde algılanan anne-baba ve öğretmen akademik katılımının öğrencilerin sosyal bilgiler akademik benlik kavramlarına ve bu derse olan bağlılıklarına etkisi incelenmiştir. Veriler Edirne'de bulunan üç ilkokul ve üç ortaokuldan olmak üzere toplam 501 öğrenciden 2015-2016 eğitim-öğretim yılında toplanmıştır. Araştırma sonuçlarına göre, sosyal bilgiler dersinde kız öğrenciler erkeklere göre daha fazla anne-baba akademik desteği algılamakta ve sosyal bilgiler dersine daha fazla bağlılık göstermektedirler. İlkokul öğrencileri ortaokul öğrencilerine göre sosyal bilgiler dersinde daha fazla anne-baba ve öğretmen akademik katılımı algılamaktadırlar, daha olumlu sosyal bilgiler akademik benlik kavramına sahiptirler ve sosyal bilgiler dersine daha fazla bağlılık göstermektedirler. Ayrıca, okul düzeyi, sosyal bilgiler dersinde algılanan anne-baba akademik izleme ve öğretmen akademik destek düzeyi öğrencilerin sosyal bilgiler akademik benlik kavramlarını anlamlı düzeyde yordamaktadır. Benzer şekilde, cinsiyet, okul düzeyi, sosyal bilgiler akademik benlik kavramı, sosyal bilgiler dersinde algılanan anne-baba akademik izleme, öğretmen akademik izleme ve öğretmen akademik destek düzeyleri öğrencilerin sosyal bilgiler dersine bağlılık düzeylerini anlamlı düzeyde yordamaktadır

🔖

Cite This Article

DÜNDAR, Ş. (2022). THE IMPACT OF PERCEIVED PARENTAL AND TEACHER ACADEMIC INVOLVEMENT IN SOCIAL STUDIES ON STUDENTS’ SOCIAL STUDIES ACADEMIC SELF-CONCEPT AND ENGAGEMENT. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 2, 608–635. https://ajindex.com/articles/426402

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Albert, M. A. and Dahling, J. J. (2016). Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students. Personality and Individual Differences, 97, 245-248. http://dx.doi.org/10.1016/j.paid.2016.03.074
  2. Appleton, J. J., Christenson, S. L. and Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. doi: 10.1002/pits.20303 Arens, A. K., Marsh, H. W., Craven, R. G., Yeung, A. S., Randhawa, E. and Hasselhorn, M. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 36, 391-403. http://dx.doi.org/10.1016/j.ecresq.2015.12.024
  3. Bayram, N. (2010). Yapısal eşitlik modellemesine giriş AMOS uygulamaları. Bursa: Ezgi Kitabevi.
  4. Brewster, A. B. and Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47-67. doi:10.1023/B:CASW.0000012348.83939.6b Bru, E., Stornes, T., Munthe, E. and Thuen, T. (2010). Students’ perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54(6), 519-533.
  5. Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum (19. Baskı). Ankara:
  6. Pegem Akademi. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara:
  7. Pegem Akademi. Byer, J. L. (2000). Measuring the positive effects of students’ perceptions of classroom social climate on academic self-concept. Journal of Social Studies Research, 24(1), 25-34.
  8. Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E. and Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. http://dx.doi.org/10.1016/j.edurev.2015.01.002
  9. Chapin, J. R. (2006). Do elementary school students and their teachers really dislike social studies? The Social Studies, 97(5), 187-188.
  10. Chiodo, J. J. and Byford, J. (2004). Do they really dislike social studies? A study of middle school and high school students. Journal of Social Studies Research, 28(1), 16-26.
  11. Cohen, J. (1992). A power primer. Psychological Bulletin, 112