Dissertations / Theses on the topic 'Socio-economic status (SES)'

In this study we used the data from Afghanistan Health Survey 2006. For this study, 8278 households were randomly selected in which 8281 women aged 10-49 years were interviewed by survey teams using a structured questionnaire. The information was also collected for all children aged 5 years or less from all these households. The sample includes 7843 (13.8%) children under the age of 5 years old. Literacy of mothers (ability to read), age of mother at marriage, number of children, exposure to mass media (listening to radio or watching TV) were the independent variables and BCG vaccination, initiation of breastfeeding (within first hour of life or after first hour); and use of bed net (to protect a child from Malaria) were dependent variables. Chi square and Odd Ratio test was used to test significance of the associations. Logistic Regression test was used to control for the confounders. In this study we found that those listening to radio at least once a week were more likely to start breastfeeding during the first hour of life. Those watching TV at least once a week were more likely to vaccinate their children for BCG. These associations were significant after controlling for confounders (economic status of the family and distance to health facility). The fact that why the other independent variables did not have association with BCG vaccination, initiation of breastfeeding and use of bed net can be either due to limitation of the study or there are other reasons that require further investigations.

The purpose of the research was to explore how leaders and teachers of low socio-economic status (SES) Catholic secondary schools engaged with a system led reform to build capacity for leadership to improve learning in their school communities. The research was informed by the school and system improvement literature which noted the limited success of large-scale reforms in secondary schools and identified the need to understand how leaders can better build capacity for improvement. The case study focussed on the leadership of four low SES Catholic secondary schools from New South Wales (NSW), Australia who were part of the National Partnerships programme under the direction of a Diocesan school system. The research explored the experiences of system leaders, principals, curriculum coordinators, leaders of pedagogy, heads of department and teachers as they engaged with the system driven reform. The research demonstrated that leadership of learning in secondary schools should be shared with heads of department who are professionally valued, developed and positioned to work closely with classroom teachers. The study confirmed that leaders of learning who share whole school approaches to promote literacy, student centred pedagogy, use of data and the moral purpose of the reform initiative improve student outcomes. In this study a broadly distributed model of leadership characterised by relational trust and teamwork built both a learning culture and the capacity to improve student outcomes. It also found that system reform was more likely to succeed when it was adapted by school leaders to meet their local context. This research is significant in this field because it provides a practical understanding of how leadership should be distributed to build capacity and improve student outcomes, as well as contributing towards better understanding of the importance of middle leadership of heads of departments and instructional coaches in reforming and improving learning outcomes in secondary schools.

This research studied two predominantly rural counties in Virginia to understand whether residents have equal access to uncontaminated drinking water by socio-economic status. Statistical associations were developed with the total value of each residence based on county tax assessment data as the independent variable to explain levels of nitrate, the presence of bacteria (total coliform and Escherichia coli), and specific household well characteristics (well age, well depth, and treatment). Nearest neighbor analysis and chi-square tests based on land cover classifications were also conducted to evaluate the spatial distribution of contaminated and uncontaminated wells. Based on the results from the 336 samples analyzed in Louisa County, rural residents with private wells may have variable access to household drinking water free of bacteria; particularly if lower-value homes in the community tend to be older with more dated, shallower wells. This study also suggested that, in Louisa County, the presence of water treatment devices was also significantly related to total home value as an index of socio-economic status. Analysis of the 124 samples taken from household wells in Augusta County did not result in any significant associations among selected well characteristics, total home value, and water quality. Lower community participation in Augusta County as a result of a more expensive water quality testing fee may have contributed to the lack of hypothesized relationships in that countyâ s case study.
Master of Science

Introduction: Early Childhood Caries (ECC) is a serious public health concern globally especially in developing countries like South Africa. The main source from which infants acquire the causative bacteria - Mutans Streptococci (MS) is their mothers. The mothers with high levels of MS have a greater chance of transmitting the bacteria, particularly if they are involved in practices such as tasting the infant’s food and/or sharing eating utensils. Current research indicates that dental public health programmes fail to prevent ECC because of late intervention. Objective: This study sought to determine the existing knowledge, attitudes and perceptions (KAP) of pregnant women about ECC in a population in Tshwane district, Gauteng province, South Africa and to compare these KAP across socio-economic groups (SES). Methodology: A cross-sectional analytical study involving consenting pregnant women recruited from selected private and public antenatal healthcare facilities in the Tshwane District area was conducted. This study involved the use of a validated self-administered structured questionnaire and an oral epidemiological clinical examination (modified by WHO Oral Health Assessment 1997 Guidelines). One calibrated examiner using a dental explorer and a mouth mirror under natural light carried out the oral examination. Data analysis included descriptive statistics, principal component analysis to obtain a composite score for participant’s attitude towards ECC; and chi-square and independent student’s T-test to compare different groups. Significance level was set at p<0.05. Results: Response rate was 88.9% (n=353). Respondents’ age ranged from 18-44years (Mean age=31years). Only 18.7% of the respondents had complete knowledge of the cause of dental caries i.e. both sugar (diet) and biologic agent (bacterial plaque) whilst over half of the respondents (55.5%) mentioned only one factor. The participants’ knowledge of the cause of ECC was significantly associated with SES. A few mothers-to-be (13.9%) believed in the caries transmission from mother to child. Reported mean age for the child’s first dental visit was 2 years and 8 months. Only a quarter of respondents received oral health education for their unborn child during the antenatal visits. The majority of the pregnant women (93.8%) expressed the desire to receive information during the antenatal visit. The participants’ attitudes towards ECC was significantly associated with SES. The caries prevalence of the pregnant women was high at 64.3%, with mean DMFT of 2.97(SD 3.20). High participant DMFT was significantly associated with reports of ‘rotten teeth’ in their other children. Only 19.3% mothers-to-be had visited a dental care provider in the last 6-months. Conclusion: The knowledge of the pregnant women studied on ECC is incomplete and limited, while their attitudes and perceptions towards ECC was satisfactory. Therefore there is a need for the integration of oral health education with maternal and child health activities in both antenatal and post-natal clinics. There is a need for the oral health professionals to collaborate with other health works to reduce the prevalence of ECC.
Dissertation (MSc Dent)--University of Pretoria, 2019.
Community Dentistry
MSc Dent
Unrestricted

This study investigated how much influence the SES of parents has on students’ achievements in the Awutu-Senya and Effutu Educational Directorates of the Central Region of Ghana. The study focused on parents’ financial status, educational qualifications, jobs, enabling learning environment provided by parents and the type of school attended and how these affected students’ achievements. The study adopted a cross sectional and a multi-site case study designs. The population consisted of school officials, teachers, students of SHS and parents in the Awutu Senya and Effutu Educational Districts in the Central Region of Ghana. A sample size of 531 respondents was chosen for the study. The instruments used in the data collection were questionnaires, semi-structured interviews, focus group discussions, direct observation and secondary data. A range of sampling techniques from simple random, purposive, census, to cluster sampling techniques was adopted in selecting the participants. The researcher used descriptive and inferential statistics in presenting the data. Respondents agreed that parents’ financial circumstances affected students’ academic achievements in the study area. Respondents were of the opinion that learning environment provided by parents at home determined the academic achievements of students. The study found that students from high socio-economic homes were provided with most of the materials they needed to succeed in their education than their counterparts. Respondents agreed to some extent with the assumption that educational qualifications of parents influenced students’ academic success. They argued that parents’ educational attainments enhanced home environment for students’ learning. The study made original contributions by highlighting parents’ financial difficulties they faced in promoting their children’s education, isolating some of the influences of SES of parents on students’ learning and providing policy implications. The study recommends that Government of Ghana should expand its youth training programme on skills acquisition to cover all categories of people who desire skills.

Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.

Philosophiae Doctor - PhD
The major objective of this study was to investigate the nature of the relationship between achievement motivation, autonomous and social achievement values, study habits and attitudes, locus of control and socio-economic status (SES) as independent variables on the one hand and the level of achievement as dependent variable on the other. The subjects were 548 second and third year social science students who were studying in seven different directions at the University of the Western Cape during 1990. The following measuring instruments were used in the investigation: The Ray-Lynn (1980) Achievement Orientation questionnaire; Strumpfer's (1975) questionnaire for the measuring of autonomous and social achievement values; Rotter's (1966) internal/external locus of control scale, as adapted by Collins (1974); The study habits and attitudes subscales of the Brown and Holtzman (1955) Survey of Study Habits and Attitudes (SSHA) questionnaire, as adapted for South African conditions; A brief biographical questionnaire The achievement criterion consisted of the average achievement point, which is constituted of a proportion of achievement obtained in continuous evaluation, and a proportion of achievement obtained in the final examination. The following findings were made: Achievement motivation plays a much smaller role in achievement than can be expected and its influence is gender specific. It explains only about 5% of the variance in the achievement of males, and non in the case of females. Academically successful and unsuccessful students could also not be distinguished from each other in terms of level of achievement motivation. The measuring instrument for achievement motivation, although valid and reliable, probably does not succeed in measuring aspects of achievement motivation which are related to a specific situation such as the academic. While social achievement value is not related to achievement, autonomous achievement value explains 4,8% of the variance in achievement of males but none in the case of females. Successful and unsuccessful students also do not differ from each other with regard to their achievement value orientation. Study habit and attitude do not differ in their ability to predict the achievement criterion and explain 4,1% and 5,3% of the variance in achievement of males respectively, but none in the case of females. Successful and unsuccessful students can be distinguished in terms of their study habits and attitudes. Socio-economic status has a differential influence on achievement. While higher SES females achieve at a higher level than low SES females, males do not differ in this regard. The subjects are predominantly internally orientated as far as locus of control characteristic is concerned. Although internal individuals display more "positive" characteristics compared to external individuals, the two groups do not, however, differ as far as level of achievement is concerned, irrespective of gender or socio-economic status. African students have a more positive attitude towards study compared to English and Afrikaans speaking, as well as bilingual (English and Afrikaans speaking) students. Females in this study are generally more homogenous than males. It is recommended that: The suitability of the average achievement point as a criterion of achievement be studied; A broad investigation be launched into practices and problems which might centre around the system of continuous evaluation at uwc, with specific reference to possible problems that students, lecturers and big departments may experience; The nature of differences which might exist between higher and low SES female, and low SES female and low SES male students be investigated; The nature of debilitating factors which affect the achievement of low SES female students be investigated; The tendency towards greater homogeneity among female influence thereof on university study; The adjustment of African students at uwc be studied with the objective of identifying factors that obstruct their academic progress

Mestrado em Sociologia Económica e das Organizações.
Empregabilidade e cidadania : Expectativas dos Alunos do Ensino Secundário face à sua inserção no Mercado de Trabalho. Vol II Procuraremos desenvolver ao longo do nosso trabalho a relação (que nos parece cada dia mais estreita) entre empregabilidade e cidadania, ressaltando os seguintes aspectos: - o direito à formação ao longo da vida não pode perpetuar uma sociedade de educação a dois níveis. Nos países da OCDE, uma parte crescente da população com actividades económicas integra uma "economia do saber" e exige níveis altos de qualificação. E todos os outros?; - um sistema plural de parcerias com estabelecimentos de ensino, autarquias, sindicatos, empresas ... deveria permitir que esta formação se fizesse ora na escola ora em contexto de trabalho, permitindo a actualização de conhecimentos e a aquisição de outras competências que facultassem a todos uma verdadeira (e jusía!) integração no(s) novo(s) mercado(s) de trabalho-, - para além de outros factores, só uma equitativa apropriação de novas tecnologias pode ajudar o desenvolvimento e a plena integração de uma população que, como a nossa, apresenta uma taxa significativa de abandono escolar e possui baixa escolaridade.
This paper examines the relationship, which every day seems stronger, between employability and citizenship. It emphasises the following points: - the right to life-long-leaming cannot continue while education in society exists on two leveis. In the westem economically developed countries, a growing part of the economically active population is part of a community of knowledge that demands high leveis of qualifications. However, what about ali the otlier citizens? - a plural sysíern of partnerships between educational establishments, local authorities, trade unions and businesses should allow this training and education, whether it takes place in educational establishments or in work context, to keep citizens' knowledge up to date. They should also have the opportunity to acquire new skills that would give them a realistic, and deserved, opportunity to become integrated into new work markets-, - along with other factors, only by fairly making available new technologies, can we help fiilly integrate and develop our population, which has a high rate of school dropouts and a low levei of educational qualifications.
info:eu-repo/semantics/publishedVersion

The research described here was inspired by a national review which concluded that too many children come into our primary schools with unmet speech and language needs (Bercow, 2008). Teachers are in a position to identify language difficulties but many have expressed uncertainty regarding their role in this process. I believed that the LAMP (Linguistic Assessment for Mapped Provision) screen for language and communication which I had developed would help teachers to identify language concerns and would also increase their professional confidence in this complex area. I had developed the LAMP screening instrument and piloted it over a 2 year period prior to this study. It is employed here as a universal screen that is used in a whole school approach in order to enable teachers to identify language need. The use of the LAMP as a universal screen applied to all the children in a school lessened the likelihood of preconceived notions impacting upon teacher’s perceptions of need in the classroom. The LAMP data allowed schools to track the progress of individual children within a class and whole school context. Teachers need to be aware of any pre-conceptions they may have in relation to the performance of children from different socio economic circumstances. The hypothesis that poverty continues to provide the weightiest detrimental effects upon children’s language development was examined and within the parameters of this study was found to be contestable. Study design: A systematic survey was conducted over 4 Primary schools using the LAMP. Rich picture data was accessed from teacher questionnaires and focus groups involving participants from the schools in the study. The repeated measures design provided information on what teachers had learned in the period of reflection between the screenings. The use of a mixed methods repeated measures design helped me to understand what was difficult for teachers and what the teachers felt would help them. The 4 schools in the study were chosen to reflect varied social contexts in order to explore any impacts of SES on the results. Analysis of data: In a repeated measures design, a LAMP screen was completed for every child across the 4 schools by their teachers in February and then June in one school year. Results of screening were analysed and compared on a range of variables using SPSS. Questionnaires were used to collect teacher perceptions before and after using the LAMP screen. Focus groups were held in the schools at the end of the study to add more information on how helpful teachers felt the process had been in raising their awareness, confidence, and skills in the identification of SLCN. Findings: The main trend observed was a decrease in levels of teacher concern related to children’s speech and language needs from the first to second screening survey. Differences were found at a statistically significant level on a range of variables. The expected differences between high and low socio-economic status (SES) schools were not found. Teachers reported increases in their awareness, confidence, and skill in identifying children’s speech language and communication concerns by the end of the study. Some changes to classroom practice were reported. Conclusions: I propose that use of the LAMP screen increased teacher awareness of the nature of language difficulty and that this heightened awareness was a key variable in the observed changes to language concern scores. The LAMP screening process was seen by schools’ staff to have had a positive effect on teacher’s skills and to be relatively easily assimilated into the school system. However some participants identified a number of challenges relating to time constraints and maintaining the use of LAMP as high profile in the context of competing time demands in their schools. It is suggested that EP services would be in a position to support schools to implement and embed the LAMP screening model as part of their Service provision. It is also proposed that economic deprivation or disadvantage did not appear to be the only important factor to consider when making funding decisions intended to support children’s linguistic competency in schools.

AIM: To evaluate the prevalence of orthodontic problems and quality of life in relation to orthodontic problems among adolescent children in the city of Chennai, India. OBJECTIVES: To analyze the differences in the need for orthodontic treatment among children in the public and private schools; to analyze the need for orthodontic treatment among the various socioeconomic groups; to evaluate the Quality of Life (QoL) among the children; to analyze the relationship between Quality of Life (QoL) and the need for orthodontic treatment. METHODS: 200 children participated in the study, out of which 100 were from the private school and 100 from the public school from the city of Chennai, India. Two sets of questionnaires were used for the study, one was filled by the children and the other was filled by the researchers and trained dental assistants after doing a thorough dental examination and asking questions from the participants. This was carried out according to the recommendations of WHO oral health assessment. Statistical data was collected, recorded and analyzed using the software SPSS 17.0 for Windows. RESULTS: The private school children had more orthodontic problems than the public school children (49% and 44% respectively). The need for Orthodontic Treatment was the highest in children under the rich category (56.4%), followed by the children under the poor category (45.3%) and is least among the children under the average category (44.4%). The Quality of Life was... [to full text]
TIKSLAS: Įvertinti ortodontinio problemas ir perspektyvas atsižvelgiant į ortodontinio problemas tarp paauglių vaikų mieste Chennai, Indija. TIKSLAI: Analizuoti skirtumus reikalingas Ortodontinis gydymas tarp vaikų, viešąsias ir privačias mokyklas; analizuoti kad ortodontinio gydymo tarp įvairių socialinių ir ekonominių grupių; vertinti gyvenimo kokybę (QoL) tarp vaikų; išanalizuoti ryšį tarp gyvenimo kokybę (QoL) ir ortodontinio gydymo poreikį. METODAI: 200 vaikai dalyvavo tyrime, iš kurių 100 buvo privati mokykla ir 100 iš viešųjų mokyklų iš miesto Chennai, Indija. Vienų, ir klausimynų buvo naudojami tyrimo, vienas buvo užpildyti vaikų ir kitų buvo užpildyti mokslininkų ir apmokyti dantų padėjėjai po daro dantų nuodugniai ir užduoti klausimus iš dalyvių. Tai buvo daroma pagal PSO burnos sveikatos vertinimo rekomendacijas. Statistiniai duomenys buvo renkami, įrašytos ir analizuoti naudojant SPSS 17,0 programinė įranga Windows. REZULTATAI: Privačios mokyklos vaikai turėjo daugiau ortodontinio problemų nei valstybinių mokyklų vaikai (atitinkamai 49 % ir 44 %). Ortodontinio gydymo poreikis buvo didžiausias vaikams pagal turtingas kategorija (56.4 %), po to vaikai iki prastos kategorija (45.3 %) ir kas tarp vaikų iki vidutinės kategorijos (44.4 %). Gyvenimo kokybė buvo nustatyta, kad geriau tarp vaikų, privačios mokyklos nei valstybinėse mokyklose (90,6 % ir 89.0 % atitinkamai). Vaikams, kurie neturėjo nei gera gyvenimo kokybė turėjo mažai arba visai nėra ortodontinio kai... [toliau žr. visą tekstą]

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university.
Educational Studies
D. Ed. (Socio-Education)

The reading literacy study, conducted in 1990/91 by the International Association for the Evaluation of Educational Achievement (IEA), measured the performance of 9 year old students from 27 countries across the world. Until now, no specific analyses of the low scoring students has been undertaken. The aim of this secondary analysis of lEA reading literacy data was to examine the following question:

• What factors operate to influence the identification of low scores in reading literacy within and between identifiable cultural categories?

Low scoring students were included when their scores fell below 100 rasch points (approximately 2.5 years) below their respective country mean. English speaking countries included in the analysis, all of which have historical ties to England, were Canada, New Zealand, Trinidad and Tobago, and the United States. Low scoring sample sizes exceeded 12% of their respective total sample. Typical differences featured when the background qualities of students (i.e. sex, language background, wealth) in the low scoring and respective country samples were compared.

To examine the reading factors influencing low scores, the models of reading proposed by the lEA were tested across and within low scoring country and international data sets. Through conducting principal components analyses (PCA), it was found that the text and skills based models proposed by the lEA were not supported. New models of reading for each data set were devised and saved for further multivariate analyses. The factors of the newly theorized reading literacy constructs are concerning with poor fitting data, though similar patterns are found across the data sets. These results indicate that the variables in the reading test examined other skills, knowledge and experiences.

Procedures of MANCOVA or MANOVA were applied to each data set to facilitate identification of significant personal background factors (independent variables) on the saved component scores (dependent variables). The reading behaviour constructs (Reading in Class, Voluntary Reading, Home Literacy Interaction) devised by the lEA were included as covariates following respecification using PCA where appropriate. A socio-economic construct was devised for each country using PCA and was included as another covariate. Canada was the only country to have no significant covariates, and so, a straight MANOVA was applied.

Socioeconomic status predicted student performance in all countries except Canada. Home Literacy Interaction predicted performance on one component in the United States and Internationally. Low scoring boys obtained higher scores than the girls on items with a mathematical component, and girls tended to obtain higher scores when information was presented in a narrative or literal form. Where significant differences feature, native English speaking students consistently out perform non-native speakers. Questions are raised about traditional cognitive views of reading comprehension and standardized testing. Evidence accumulated throughout the thesis lends credence for explanations of reading literacy favouring sociocultural viewpoints.

O presente trabalho tem como principal intuito analisar a relação entre o estatuto socioeconómico e os indicadores de inclusão em meio escolar (resultados escolares, bem-estar e comportamento na escola) e o papel mediador da perceção de envolvimento parental dos pais. Ainda, pretende-se verificar se a perceção dos professores e das crianças relativamente ao envolvimento parental modera a relação entre o envolvimento parental percebido dos pais e os indicadores de inclusão. O estudo foi realizado com 105 crianças do 1º e 4º anos do 1º ciclo do Ensino Básico, 105 encarregados de educação e 12 professores, e avaliou, à luz da tipologia de Epstein (1987), as dimensões do envolvimento parental segundo a perceção dos mesmos. O estudo tem uma metodologia quantitativa com recurso à aplicação de questionários acerca da perceção do envolvimento parental (respondentes pais, professores e crianças); bem-estar escolar (respondentes crianças); comportamento pró-social e agressivo das crianças (respondentes professores). Relativamente aos dados acerca dos resultados escolares e do estatuto socioeconómico, estes foram obtidos com recurso ao programa MISI e aos dados facultados pela direção do Agrupamento de Escolas. Em linha com as hipóteses, verificou-se que o estatuto socioeconómico, o envolvimento parental percecionado pelos professores e o envolvimento parental percecionado pelos próprios pais influenciam positivamente os resultados escolares, o bem-estar e o comportamento das crianças na escola. Verificou-se, ainda, que a relação entre o envolvimento parental percebido pelos pais e os resultados escolares é mais forte quando reconhecido pelos professores.
The study's main goal is to analyse the relationship between social-economic status school inclusion (school achievement, wellbeing, and school behaviour) and the mediating role of perceived parental involvement. In addition, the study aims to test if teachers and children’s perception about parental involvement moderates the relationship between perceived parental involvement and school inclusion. The participants were 105 1st and 4th grade children, 105 parents (children’s parents) and 12 teachers. Parental involvement was assessed using the Epstein's (1987) typology. The study has a quantitative methodology, and questionnaires were used to assess parental involvement (parents, teachers and children); school wellbeing (children); children’s prosocial and aggressive behaviour (teachers). With regard to data on school results and social-economic status, these were obtained using the MISI database and data provided by the direction of the school district. In line with the study hypotheses, socio-economic status as well as parents’ and teachers perceived parental involvement was positively associated to school results, wellbeing and children’s behaviour in school. In addition, the results show that the relationship between parents’ perceived involvement and school achievement is stronger the more teachers acknowledge parents’ involvement.