Title

Authoritative schools: A test of a model to resolve the school effectiveness debate

Authors

Authors

M. G. Gill; P. Ashton;J. Algina

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

Abbreviated Journal Title

Contemp. Educ. Psychol.

Keywords

authoritative schools; academic press; communal values; parenting; styles; responsiveness; demandingness; mathematics achievement; student; engagement; internal control; middle schools; PARENTING STYLES; MIDDLE SCHOOL; NEGLECTFUL FAMILIES; MULTILEVEL; ANALYSIS; EXTERNAL-CONTROL; ACHIEVEMENT; STUDENTS; ADOLESCENTS; ENGAGEMENT; COMPETENCE; Psychology, Educational

Abstract

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles-demandingness (academic press) and responsiveness (communal values)-predict students' mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students' perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate. (C) 2003 Elsevier Inc. All rights reserved.

Journal Title

Contemporary Educational Psychology

Volume

29

Issue/Number

4

Publication Date

1-1-2004

Document Type

Article

Language

English

First Page

389

Last Page

409

WOS Identifier

WOS:000224050800002

ISSN

0361-476X

Share

COinS