Psikoloji

Permanent URI for this community

https://digitalarchive.library.bogazici.edu.tr/handle/123456789/11635

Browse

Browsing Psikoloji by Subject "Academic achievement -- Turkey."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The Role of parenting and family background on Turkish adolescents' academic achievement
    (Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Heyndrickx, Friederike.; Alp, İ. Ercan.
    The major aim of the present study was to investigate the prediction of adolescents' academic achievement in the Turkish culture. Authoritativeness of the mother and the father, maternal employment, parental marital satisfaction, parental educational level and importance of education were proposed as predictive variables within a model. In the model it is suggested that (1) the predictive variables could have a direct effect on adolescents' academic achievement, (2) authoritativeness of mother and father could have a mediating role between parental education, maternal employment, parental marital satisfaction, and academic achievement, (3) importance of education and parental marital satisfaction could have a moderating role between authoritativeness of mother and father and academic achievement. A sample of 302 high-school students attending four private schools in Istanbul and living within an intact family were included in the study. A background questionnaire, Authoritativeness Measure (for mothers and fathers separately), importance of education questions and a parental Marital Satisfaction Scale were used for collecting data. The results indicated that for all adolescents, psychological autonomy of the mother and importance of education (asked in the negative) predicted academic achievement, with maternal psychological autonomy granting being a stronger predictor. No mediating effects of psychological autonomy granting
  • Thumbnail Image
    Item
    The roles of parenting practices and school attitudes in academic competence of Turkish high school students
    (Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2008., 2008.) Cebenoyan, Ayşegül Parmaksızoğlu.; Alp, İ. Ercan.
    Primary aim of the present study was to study the variables associated with academic competence of the Turkish high school students. Specifically, (1) Whether dimensions of parenting practices, involvement, psychological autonomy granting and strictness/supervision, assessed with more Turkish culture sensitive scles, can be associated with academic competence. (2) Whether the determinants of academic achievement were the same for high and middle SES pupils alike. (3) Whether the inclusion of a school attitude measure among the potential predictors of academic competence would cause any difference to the importance of parental practices in academic competence of the high school students, were investigated. Parental and maternal practices, maternal employment, parental marital satisfaction, parental educational level, importance of education and school attitudes of the adolescents were proposed to be associated with the academic competence of the adolescents. A sample of 805 (440 girls and 365 boys) 9th and 11th grade students living with an intact family were included in the study. Among these students 228 girls and 223 boys were attending private schools and 212 girls and 132 boys were attending public schools in Istanbul. Demographic information questionnaire, maternal and paternal authoritativeness measures, importance of education questions, marital satisfaction scale and school attitudes measure was the instruments used for data collection. A series of reqression analyses indicated that importance of education asked in the negative, maternal psychological autonomy granting and parental strictness/supervision were associated with academic competence of high SES students, whereas only maternal strictness/supervision was associated with academic competence of middle SES students. When considered simultaneously with school attitude measures, parental practices lost their predictive power almost entirely and academic self-perception and motivation/self regulation emerged as the strongest predictors of academic comptetence across the two SES groups and genders. This suggested a mediating role of the school attitudes between parenting practices and academic competence of the students.