motivation, devaluing academic pursuits, etc) and in so doing, effectively absolve educational institutions of responsibility for finding solutions. Family’s social economic status has been found to contribute to students’ performance. Social Economic Status (SES) according to Considine and Zappala (2002) is a person’s overall social position to which attainments in both the social and economic domain contribute. They add that social economic status is determined by an individual’s achievements in education, employment, occupational status and income. In this study social economic status (SES) was characterized by family income, parental education and parental occupation. Graetz (1995) argues that children from high social economic status families perform much better at school compared to children from low SES families. Parents’ education level has also been identified as playing an important role in determining a child’s intellectual performance. It is believed that parent’s education level may perhaps be the main source of influence that determined a child’s academic achievement (Plomin, Defreies and Mc Clearn, 1990). Studies have indicated that parents with higher education level could motivate the intellectual potential within children that may lead them to perform better in school and in return strive for further education (Haveman and Wolfe, 1995). For example, parents’ education level may foster higher parental involvement in adolescent’s school achievement (Benbow & Arjmand 1990; Bogenschneider and Small 1997; Patrikakou, 1997), which in turn may influence high school completion (Astone and Mc Lanahan, 1991; Haveman, Wolfe and Spaulding 1991; Sandefur, McLanahan & Wojtkiewicz, 1992). Educated parents were also found to be able to make constructive decisions. Most studies on parents’ educational influence of children’s academic achievement were
motivation, devaluing academic pursuits, etc) and in so doing, effectively absolve educational institutions of responsibility for finding solutions. Family’s social economic status has been found to contribute to students’ performance. Social Economic Status (SES) according to Considine and Zappala (2002) is a person’s overall social position to which attainments in both the social and economic domain contribute. They add that social economic status is determined by an individual’s achievements in education, employment, occupational status and income. In this study social economic status (SES) was characterized by family income, parental education and parental occupation. Graetz (1995) argues that children from high social economic status families perform much better at school compared to children from low SES families. Parents’ education level has also been identified as playing an important role in determining a child’s intellectual performance. It is believed that parent’s education level may perhaps be the main source of influence that determined a child’s academic achievement (Plomin, Defreies and Mc Clearn, 1990). Studies have indicated that parents with higher education level could motivate the intellectual potential within children that may lead them to perform better in school and in return strive for further education (Haveman and Wolfe, 1995). For example, parents’ education level may foster higher parental involvement in adolescent’s school achievement (Benbow & Arjmand 1990; Bogenschneider and Small 1997; Patrikakou, 1997), which in turn may influence high school completion (Astone and Mc Lanahan, 1991; Haveman, Wolfe and Spaulding 1991; Sandefur, McLanahan & Wojtkiewicz, 1992). Educated parents were also found to be able to make constructive decisions. Most studies on parents’ educational influence of children’s academic achievement were
YOLANDA_SET_UP_4.docx