THE CORRELATION BETWEEN PARENTAL INVOLVEMENT AND FIRST-GENERATION COLLEGE STUDENT’S ACADEMIC SUCCESS

dc.contributor.advisor Wallace, Monica A
dc.contributor.author Oakes, Nicole
dc.contributor.committeemember Marshall, Seth
dc.contributor.committeemember Rust, James O
dc.date.accessioned 2020-04-20T16:01:41Z
dc.date.available 2020-04-20T16:01:41Z
dc.date.issued 2020
dc.date.updated 2020-04-20T16:01:41Z
dc.description.abstract Many studies have shown that parents’ involvement in their child’s life can lead to improvements in their academic achievement (e.g., Bogenschneider, 1997; Gonzalez-DeHass, et. al, 2005). Much of the research around parental involvement and academic achievement in younger students has been based around Joyce Epstein’s research (1992). The research that has been conducted suggests that parental involvement changes as students grow. With older students, parental involvement is seen more frequently through parents’ aspirations and expectations for their students. However, there is not much research related to parental involvement and academic achievement for college aged students, and even less research related to first-generation students. The goal of the current research was to further investigate the relationship between first-generation and non-first-generation students’ academics and actual or perceived parental involvement. Study results indicated that perceived parental expectations were a significant predictor of academic success in first-generation college students.
dc.description.degree M.A.
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6172
dc.language.rfc3066 en
dc.publisher Middle Tennessee State University
dc.subject Educational psychology
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel masters
dc.title THE CORRELATION BETWEEN PARENTAL INVOLVEMENT AND FIRST-GENERATION COLLEGE STUDENT’S ACADEMIC SUCCESS
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