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Social Psychology of Education

, Volume 9, Issue 2, pp 139–157 | Cite as

Effects of Family Background and Parental Involvement on Egyptian Adolescents’ Academic Achievement and School Disengagement: A Structural Equation Modelling Analysis

  • Sabry M. Abd-El-FattahEmail author
Article

Abstract

A structural equation modelling analysis was used to investigate the notion that the effects of parents’ education and family structure on students’ academic achievement and school disengagement would be mediated through students’ perception of parental involvement. The Perception of Parental Involvement Scale was administered to a sample of 275 first-year students (147 males and 128 females) enrolled in two high schools in Egypt during 2004. Students were requested to respond to three questions concerning their family structure, parents’ education level, and school disengagement. Results of the study revealed that students’ perception of parental involvement factors was the most important predictor of academic achievement, followed by parents’ education, and finally school disengagement. Students’ perception of at-school parental involvement and parents’ education had an indirect effect on academic achievement through their effect on school disengagement. Parents’ education was the most important predictor of school disengagement. There was a reciprocal relationship between academic achievement and school disengagement. Implications of these findings for students’ academic achievement and school disengagement are discussed.

Keywords

family structure parents’ education parental involvement academic achievement school disengagement 

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Copyright information

© Springer 2006

Authors and Affiliations

  1. 1.School of EducationUniversity of South AustraliaMagillAustralia

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