Influence on Academic Achievement on Children Paper Example

Education is an essential element in socioeconomic development sustainability of any country. It allows individuals to have access to better levels of life. However, there are problems such as old plans and programs, the low budget allocated to education, dropout, school failure, teacher de-professionalization, low level academic of teachers and parenting. From agreement with the United Nations Educational, Scientific and Cultural Organization Culture (UNESCO, 2010), access to education is an objective that is it accompanies simultaneously with the purposes of equity, relevance, and quality. Academic performance can be measured by looking at the results translated into grades that are obtained in exams and note that over time define a number that according to its scale can be positive, regular or negative. Analyzing who the students are and how they learn help institutions to plan targeted actions to increase the perseverance in students in higher education programs

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According to the article on parental influence and academic achievement among middle school students by Brian and Elena, effects that parents have on the academic success of their children are addressed. Parental influence range from pressure and support, parental assistance, urge for literacy, monitoring and the act of communication. The study shows that the state of the parents has a direct impact on the performance of their children. With improved communication between parents and their children, the level of academic performance improves. When parents get involved in matters of educating their children's performance is noted to improve. Children in middle schools find difficulties undergoing the transition from elementary schools. Middle schools are bigger and more complicated compared to lower grades.

For this reason, it becomes difficult for the middle school teachers to connect and interact with the parents. Parent-student interactions decrease with the advancement of academics where parents are not in a position to offer support in more complex disciplines. Parental influence can either be home-based, school-based or socialization through academic activities. This study was done in a method to connect academic achievement which is the dependent variable and the parental influence which was the independent variable. Information gathering was through administering questionnaires. The subjects of the study were 32 parents to children in middle schools in Los Angeles. The study splits into parts based on; the level of pressure and support from parents, supervision, and communication made between students and parent. Almost two-thirds of the participants were male, representing students between sixth and seventh grades. The majority were Latino followed by Native Americans and lastly the Caucasian. There was no significant connection between support and parental highest attained level of education. Parental monitoring, help, and the press did not seem to affect academic achievement according to the study. Through the research, it is clear that the level of academics of parents does not have a direct influence on their children's school careers. Parental control is not embraced in many middle schools despite its positive impact on the academic achievement. Social workers should work round the clock to ensure there is a working relationship between parents and students.

On the issue of the parenting and parent involvement in school's achievement, the Journal of the Early Adolescent by Sharon, Gregory, and Barbara covers quite a lot. The research examines the effect of parenting, teaching style and the school's environment on academic achievement. The study focuses on the student's perception of their home and schools' atmosphere and how the different perception affects their academic achievements. There are four specific environments in which a child develops. There is the microsystem that connects direct contexts like the family and the school. The other category of the environment is the mesosystem that demonstrates the relationship between contexts of the microsystem. The third category is the exosystem that includes contexts that do not affect the child's performance directly.An example is the parent's activities. Macrosystem is contexts that affect the child's outcome due to the influence they have over other systems. An example here is the parent's work environment or a community's culture. The study involves exploring the combinations of factors at home and at school that has a direct impact on the children's academic achievement. The respondents consisted of 230 participants, 107 and123 boys and girls respectively, from three schools in both fifth and six grades. The participation rate was 70%. No significant variable was found to influence the response rate. On parental controls, gender and socioeconomic status (SES) differences have been found to affect the child's academic output. The analysis of variance indicated no gender or SES differences were in any measure. The dependent variables include parental responsiveness, parental values, teacher control, and social environment. Academic competence and school achievement form the independent variables. Positive perception by students towards the contextual factors lead to positive achievement results. Out of the 230 students, 100 believe that their teachers and parents are authoritative. Statistics from this analysis also show that students who received authoritative lifestyles both at home and at the school achieved excellent results. The study raised questions on the interaction of various contexts on the academic achievement of the students. Understanding the importance of parenting, teaching patterns and class atmosphere will improve the academic performance.

Conclusion

The article on the Consequences of Children's Future Achievement by Keith and Angel is another article that discusses the influence on the academic performance. It is a study that examines whether racial differences exist and whether it has any impact on achievement. It also looks into the implication of social classes on parenting and whether parental philosophies affect the academic performance of children. The difference in racial grouping results into different styles of parenting. Black and white parents have different approaches in dealing with their children's poor academic performance. Through the research, parents are classified into two categories, the punitive and non-punitive responses. The punitive class comprised 36% of the sample against the non-punitive which was 64%. From the results, black parents prefer punitive response to deal with poor academic performance. Only one-third of the white parents preferred this method. Social class determines the characteristics parents would want their children to possess and this results in different parenting behaviors. Parents of a higher social level are believed to pay less attention to the discipline of their children. Parental response to poor performance in school has a direct impact towards the academic results. There is a close link between parental behaviors and the return if the adolescents. Parents' encouragement to their children even after a poor academic performance, resulted in improved performance. The manner in which parents address their children's poor performance significantly affect the academic results. This analysis shows the importance of encouraging a healthy relationship between parents and their children to enhance good performance in school. Schools should develop programs aimed at involving parents to improve academic results of their children. The manner in which parents respond to the poor performance in schools impacts the future performance of the children.