Title

Authoritative Schools: A Test Of A Model To Resolve The School Effectiveness Debate

Keywords

Academic press; Authoritative schools; Communal values; Demandingness; Internal control; Mathematics achievement; Middle schools; Parenting styles; Responsiveness; Student engagement

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. © 2003 Elsevier Inc. All rights reserved.

Publication Date

10-1-2004

Publication Title

Contemporary Educational Psychology

Volume

29

Issue

4

Number of Pages

389-409

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.cedpsych.2003.10.002

Socpus ID

4444288780 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/4444288780

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