(1228) PARENTS AND SCHOOLS: PARENTAL INVOLVEMENT AND INTERFERENCE EFFECTS ON SCHOOL CLIMATE AND PUPILS' MATHEMATICS ACHIEVEMENT

摘要

This study examined a hypothesized model of school climate and mathematics achievement in fifth grade in terms of parental involvement and interference while taking into account school characteristics. The study based on secondary analysis of two large national (Israeli) data sets. The first included scores on the 2007 mathematics test for fifth-grade, which was administered to15,401 pupils from 281 primary schools. The second included data on school climate obtained from 4,080 teachers from the same schools. Data analyzed using structural equation modeling (SEM). Although the fit of hypothesized model was within the acceptable range, three of the direct effects were found not significant and were omitted from the model. The modified model fit the data well and explained about 50% of the variance in pupils' violence and teachers' satisfaction. It also accounted for 29% of the variance in mathematics achievement.