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This study aimed to examine the effects of parents' home and school-based involvement, parental sati faction with their own school experience and their teens' academic success, the frequency of communication from school; participants' and their teens' gender; parents' educational status; and family income on the academic success of adolescents. A total of 349 parents hawng different socioeconomic and educational backgrounds participated in the study. In the hypothetical model, the frequency of communication from the school, parents' educational status, family income, and parental satisfaction with their teen's academic success is taken as exogenous variables, while academic pe formance is taken as an endogenous variable as its assumed causes are clearly displayed in the model. The results showed that parental satisfaction with their teen's academic success is the most significant variable for predicting the academic success of adolescents. Besides, home-based involvement mediates the effects of the variables of parents' educational status and of their satisfaction with the teen's academic pe formance on the academic pe formance itself. In conclusion, parental satisfaction with the adolescent's academic success is important for its impact on parent-teen interaction and for the possibility of creating an environment that would support the adolescents' academic performance and education in general.
Keywords: Adolescent academic success, parental satisfaction, parental involvement, parental attitudes
Introduction
Student academic achievement can vary according to individual-specific factors like intelligence (Rohde & Thompson, 2007), motivation (Steinmayr & Spinath, 2009), and future-oriented goals (Giota, 2006). Furthermore, with regard to the academic performance of a student, there is more emphasis nowadays on variables involving the school as well as parents. In this respect, it is a well-known truth that creating an educational environment within the school not only for students and teachers but also for parents is a factor that direcdy influences the academic performance of students. The zone of learning and education created within the school for parents is brought about through parent involvement (PI). Grolnick and Slowiaczek (1994) considered PI, based on interactions between parent and child. It is stated that the interactions between parents and children are effective in the motivation of the student to school and learning as well as their academic success.
Certain parental traits (e.g. expectations, attitudes, etc.) that have a direct or indirect effect on student...