...participation in extracurricular activities. This study examined the relationships among students' academic performances, expectations, motivations, and self-confidence during a summer orientation at a large southeastern university (n = 4,012). The effects of parental education levels on students' performances were also studied. Significant positive correlations were found among all variables. These variables were also all significant predictors of students' academic performances. Gender had statistically significant effects on students' expectations and self-confidence levels. These results are consistent with previous studies and provide additional pathways for future research.

**********

The increasing attention given to understanding the characteristics that promote high levels of academic performance and expectations among high school students has led researchers to look beyond the confines of individual thought and examine the macrosocial influences that affect individual performances. Thus, more outside predictors of individual scholastic performances, such as parental encouragement, should be studied in addition to an individual's own motivations and expectations. After all, many factors outside a student's control can influence his or her academic performances. These external predictors, jointly with the individual's own characteristics, should significantly affect a student's performances and expectations, thereby demonstrating to be strong predictors of his or her academic successes.

Several studies have focused solely on examining the external predictors of students' academic successes, such as the roles of parental encouragement and involvement in their children's academic performances. These studies have shown that the parental attitudes displayed towards their children have significant impacts on their children's behaviors relating to school achievement (Epstein, 1995; Finn & Rock, 1997; Halle, Kurtz-Costes, & Mahoney, 1997; Moss & St. Laurent, 2001; Stevenson & Baker, 1987). Moreover, according to Stevenson & Lee (1990), parents who believe that their children's performances are determined by their abilities tend to participate less frequently in their children's school careers than those parents who believe their children's performances are determined by effort. Miller (1995) discussed the role of parents as supporters of their children's academic success, and indicated that parental attributions towards their children's academic performances are established early in the children's school careers. Furthermore, according to Kelly & Michela (1980), attribution theory, the study of perceived causation, suggests that parent and teacher attributes towards their children's performances affect their development, abilities, and capabilities to a great extent. Therefore, the positive signs of parental and teacher encouragement displayed toward their children have significant positive impacts on their children's successes, and are vital to enhance and maintain positive growths and levels of academic performances (Bell, Allen, Hauser, & O'Conner, 1996; Cutrona, Cole, Colangelo, Assouline, & Russell, 1994; Finn & Rock, 1997; Hoffman & Weiss, 1987; Moss & St. Laurent, 2001; Peng, 1994).

However, in order to understand the functions of parental actions, it is important to consider the key components within the family. Parental education levels have been found to be significant predictors of their children's academic successes, with higher levels of degree attainments (i.e., High School, Associates, Bachelors, Master's, Doctoral) by parents leading to higher levels of academic performances among their children (Kohn, 1969; Majoribanks, 1979; Stevenson & Baker, 1987). This level of degree attainment also impacts the socioeconomic status (SES) of these families, often creating additional opportunities for these children to receive several types of aids (i.e., tutors, computers, calculators) to enhance their performances both in and out of school.

Levels of students' internal characteristics, such as motivation and self-confidence, also strongly influence their achievements during their high school careers; however, little is known concerning the extent to which each of these factors affects academic performances and expectations. According to Georgiou (1999), researchers have linked performances to two major areas: what the student can do and what the student actually does in an academic environment. These two areas allow researchers to assess student abilities and apabilities, creating a more descriptive measure of performance. However, Georgiou (1999) indicated that the level of an individual's internal motivation is considered the...

NOTE: All illustrations and photos have been removed from this article.



More articles from Child Study Journal
Building life skills through afterschool participation in experiential..., September 01, 2003
Psychosocial adjustment in early adulthood: the role of childhood teas..., September 01, 2003
What I want to be when I grow up: a qualitative study of American and ..., September 01, 2003
Organizing successful parent involvement in urban schools., September 01, 2003

Looking for additional articles?
Search our database of over 3 million articles.

Looking for more in-depth information on this industry?
Search our complete database of Industry & Market reports by text, subject, publication name or publication date.

About Goliath
Whether you're looking for sales prospects, competitive information, company analysis or best practices in managing your organization, Goliath can help you meet your business needs.

Our extensive business information databases empower business professionals with both the breadth and depth of credible, authoritative information they need to support their business goals. Whether it be strategic planning, sales prospecting, company research or defining management best practices - Goliath is your leading source for accurate information.