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Parent’s behavior has positive and negative effects on children’s future and also on academic results. Recently a research is done which suggest that students whose parents are interested in maths and perceive their own math world to be high perform better than other students with parents who shows a less interest in maths and regard their capabilities in the domain as equally low – regardless of the affect of help which is provided to them at home.
Family behavior and environment plays a vital role in the growth of students’ academic motivation and success. Earlier researchs suggested that parents’ academic involvement is, on average, connected with better academic outcomes, but the format of result often confuse, as parent don’t know what is useful and what is harmful for students. As we know, excessive parental involvement may be thought by students as controlling behavior. This can be harmful for their future and on their academic confidence and correspondingly on success. So researchers at the University of Tübingen set out to investigate which parent behaviors have a positive effect on their future and which characteristics can be more of a hindrance. Researchers collected data from more than 1,500 high school students and parents.
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The results shown the researchers’ assumption that parental involvement per se does not result in higher academic outcomes. Instead, there are very specific family characteristics that promote high achievement. “A favorable pattern of students’ academic outcomes was found when families were interested in math and perceived their own math competence to be high, regardless of their amount of academic involvement,” researcher, lead author of the study. So students are not affected in high achievement and results for their high schools.
Parenting Research Centre
Parenting Research Centre is an independent, non-profit research and development organisation focused on supporting parents through the development of resources, programs and policies based on scientific evidence.
The most unfavorable conditions for academic achievement were found for students from deeply involved families who considered their child needed support in math, showed low levels of family math interest, and perceived their own math competencies as low. Students from these ‘involved but unmotivated’ families not only performed poorly in math, but also showed low levels of motivation. “Helicopter moms can impair their child’s performance if they are not themselves interested in the subject they want to support their child in,”

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