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Rozprawy doktorskie na temat „Family Environment; Academic Achievement”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.

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Tsikis, Joanna. "Family Environment and Pediatric Sickle Cell Disease: Patterns of Health Care Utilization and Academic Achievement." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/cps_stuetd/126.

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Sickle cell disease (SCD) is the most common group of genetic, chronic hematologic disorders, and is characterized by chronic pain resulting from vaso-occlusive episodes. As such, youth with SCD utilize a disproportionately high amount of health care resources. Youth with frequent health care utilization (HCU) are at increased risk for psychosocial consequences, including disruptions in family functioning and decreased academic performance. While studies have separately examined HCU, family functioning, and academic achievement in this population, there is a dearth of research examining the as

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3

Mok, Mo-ching Magdalena. "The relationship of family educational environment and mathematics achievement of Hong Kong students /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355392.

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Mok, Mo-ching Magdalena, and 莫慕貞. "The relationship of family educational environment and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31231317.

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5

Caplan, Sheryl Mink. "Family and Self-concept Factors Contributing to the Adjustment and Achievement of Early Entrants." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279103/.

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The purpose of this study was to investigate the role of students' self-concept and their perceptions of family environment in the psychosocial adjustment and academic achievement of accelerated college students in a residential program. A secondary purpose was to investigate the differential role of those factors for students of diverse ethnic backgrounds.

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6

Hayes, Nicole. "Continuity and change in family engagement in home learning activities across the early years." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84653/1/Nicole_Hayes_Thesis.pdf.

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This research utilised data from The Longitudinal Study of Australian Children and explored continuity and change in parental engagement in home learning activities with young children. The findings indicated a decrease over time in parental engagement with children, from age to 2-3 years to 6-7 years. Rate of decrease impacted negatively on learning outcomes for language and literacy, and mathematical thinking, in the early years of school, when children were aged 6-7 years. Shared reading with children and interactions around everyday home activities and play, in which children and parents p

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7

Brown, Christine. "Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6396.

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The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that qual

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8

Gamm, Stephanie N. "Relationships among socioeconomic status, family relationships, and academic achievement." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1262.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology

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9

Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.

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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school beha

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10

Frisco, Michelle Lynn. "Adolescents' future opportunity : family, sexual decision-making, and academic achievement /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031598.

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11

Sun, Hui. "The built environment and children's academic performance." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.

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12

Ferguson, Toni. "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/75.

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The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed

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13

Ach, Emily Lauren. "Academic Achievement in Survivors of Pediatric Brain Tumors." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279645449.

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14

Spruill, Nicklaus R. "Predicting Academic Achievement of Male College Students." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26839.

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Post-secondary academic achievement in the United States has shifted dramatically over the past 30 years in terms of gender; men are underrepresented within the ivory tower (Postsecondary participation rates by sex and race/ethnicity: 1974 - 2003 , 2005). When the intersection of race and gender is examined, enrollment gaps widen even further. Sixty-five percent of Black college enrollment is comprised of female students while Black men make up only 35%. In comparison, Asian college women outnumber Asian college men 54% to 46%, White women outnumber White men 56% to 44%, and Hispanic/Latina wo

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15

McKune, Benjamin Allen. "Religion and Academic Achievement Among Adolescents." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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16

Gietz, Carmen. "Relations between student perceptions of their school environment and academic achievement." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36632.

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This study examined the relation between student perceptions of their school environment (specifically safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and academic achievement. Participants were students in 969 elementary schools and 73 middle schools who took part in a province-wide achievement test and student satisfaction survey. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for family poverty.

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17

Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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18

Yip, Loch-ling Cathryn. "Perceived family and school climate and their relations to differentiation level & academic performance among college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789904.

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19

Nichols, Cassandra N. "Women's and men's achievement striving in an academic environment : a qualitative study." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036816.

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This study explored the way women and men achieved and competed in an academic environment. Because of a lack in the literature of a conceptual framework from which to guide an investigation of achievement in the academic domain, an additional purpose of this study was to develop a grounded or data-derived theory of women's and men's achievement striving based upon their self-reported experiences. Results of this study demonstrated that both women and men achieve and that women and men appeared more similar than different in their achievement endeavors. Additionally, the results demonstrated a

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20

Robin, Donna. "The relationship between family structure and academic achievement among intellectually gifted students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60094.

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This study examined whether a relationship exists between family structure (the presence of organization and rules in the household) and academic achievement among intellectually gifted students, and whether this relationship differs with respect to gender. Subjects for the study were 175 grade 8 students attending a school for the gifted and their parents (38 mothers and 33 fathers). The relationship between the responses of the subjects to the Organization and Control subscales of the Family Environment Scale and the students' grades from the previous school year was assessed using multiple

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21

Bisnaire, Lise M.-C. "Factors associated with academic achievement in children following parental separation." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/21134.

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22

Bissonnette, J. T. "Predicting academic achievement, the role of self-concept and the home environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52515.pdf.

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23

Smith-Woolley, Emily Dawn. "Exploring individual differences in academic achievement : genetics, personality and the school environment." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-individual-differences-in-academic-achievement(70599bb7-919d-41c7-ae87-5cb4d8663ff3).html.

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Education is one of society’s biggest investments. It aims to equip students with the skills and knowledge necessary to make their way in the world. Students’ performance at school (educational achievement) can set them on very different life trajectories. Furthermore, differences in academic achievement are linked to variation in health, wellbeing, income and even mortality. Therefore, it is of societal importance to understand why individuals differ in academic achievement, and to explore their causes and correlates to improve education. Differences in educational achievement are often attri

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24

Lee, Tien-Ying. "The relationships of achievement, instruction, and family background to elementary school science achievement in the Republic of China /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623592.

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25

Pietersen, Maxine Wendy. "The orientation of achievement : can goal orientation be used to predict academic achievement in a multicultural environment?" Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58660.

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Research has shown that goal orientation has a direct relationship with academic achievement for students. This relationship varies for South African students from different backgrounds. This mini dissertation investigated the relationship between academic achievement and goal orientation but moreover explored the mediating variables at play in this relationship. A quantitative correlational research study was employed with a sample size of 545 South African students ranging in age from 18 to 48 with a mean of 20.77 (SD = 2.94). Students completed an online survey, through Qualtrics. T tests

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26

Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.

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27

Tong, Kar-man Karen, and 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.

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28

Bullas, Amy Christine Rice. "Family perceptions of parent involvement programs and their influence on student achievement." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779690271&sid=14&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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29

Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.

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30

Redford, Jeremy Brandon. "The Effects of Concerted Cultivation on Academic Achievement." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1455.

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Anne Lareau (2003) argues that parents' child-rearing practices have a profound effect on academic and later occupational success for children, even holding constant such important factors as gender, race and school effects. She says that social class impacts these child-rearing practices and that middle-class families use a specific type of practice called concerted cultivation. Concerted cultivation involves parents organizing children's daily activities, using reasoning skills in talking with children, and teaching them how to interact with the institutions around them. Using the Nationa

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31

Goldwire, Ida W. "Social Environment as Related to School Achievement in Early Childhood." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/326.

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Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start progr

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32

McCormick, Bonnie Day. "Attitude, achievement, and classroom environment in a learner-centered introductory biology course /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992868.

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Freitag, Jane Butenhoff. "Linking allies successful school-family-community partnerships : an evaluation of the D.C. Everest School District's Families and Schools Together Program /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003freitagj.pdf.

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34

Fuller, Bret E. "Understanding the transition into college : an exploration of the psychological and environmental factors that predict successful academic outcome /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924882.

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35

Dietzman, Tina M. "The role of parental support in the home environment and student academic achievement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dietzmant.pdf.

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36

Nowlin, Matthew C. "It must be the money : family structure, child well-being, and public policy /." Read online, 2008. http://library.uco.edu/UCOthesis/NowlinMC2008.pdf.

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37

Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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38

McDaniel, Linda Marie. "Family Background and Structure of High Academic Achievers." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278780/.

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This study examines the influence of family background and structure on academic achievement. The research focuses on the 11th- and 12th-grade population in the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas, Denton. The study examines the variables in family background and family structure that contribute to the students' high academic achievement. Twelve hypotheses related to parents, home environment, family structure and interaction, family roles, and family values are proposed. The multivariate analysis shows that the variables being read to, reading in

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39

Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.

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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DS

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40

Sun, Hui, and 孫輝. "The built environment and children's academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841252.

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41

Broyles, Jim. "An examination of the self concept and academic achievement in a newly coeducational environment /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901658915.

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42

Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccur

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43

Slighting, Sadie Andrews. "Post-birth Marriage, White-Hispanic Families, and Child Academic Achievement." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8483.

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Over the past decade, policymakers have promoted marriage as a pathway to improve child outcomes in single-parent households. However, previous research on single mothers who later married in the United States has failed to examine how the structural advantages and disadvantages of race influence post-birth marriages and the advantage they may confer. I investigate how white advantage—the human- and social-capital benefits that come from being a white individual—acts as a resource distributed differently across three couple configurations. I predict that having access to white advantage via a

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44

Lam, Oi-yeung. "Family dynamics and educational outcomes." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.

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Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.

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The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analys

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46

A, Helding Karen. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20061129.143734.

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47

Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12161.

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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final sc

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48

Chavira, Gabriela. "Latino adolescents' academic achievement and identity formation : the roles of family involvement and students' goals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.

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49

Beets, Soretha. "Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4093.

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Traditionally, intelligence has been viewed to be the best predictor of academic achievement in tertiary education institutions. However, research has found the relationship between intelligence and academic achievement to be rather weak and emotional competence is suggested to be a better measure of academic achievement. Even though emotional intelligence (EQ) is the most well-known measure of emotional competence, research on the relationship between academic achievement and EQ has yielded mixed results. EQ further also has limitations which attracts criticism. As a result of these criticism

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50

Nicklaus, Harry E. "Relationship of a wellness residence hall environment and student sense of competence and academic achievement." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762980.

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This study examined the relationships between student-environment fit and sense of competence and academic achievement of freshmen students in wellness residence hall environments. This study was conducted at a mid-sized, midwestern state university. Perceived and actual fit scores derived from Form R and Form I of the University Residence Environment Scale (URES) served as the independent measures. Two measures, sense of competence and academic achievement, served as the dependent variables. A Sense of Competence Scale, developed by Steve Janosik (1987), measured a student's level of interper

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