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

    Authors

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

    Comments

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    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

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