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dc.contributor.authorGeorgiou, Stelios N.en
dc.contributor.authorTourva, A.en
dc.creatorGeorgiou, Stelios N.en
dc.creatorTourva, A.en
dc.date.accessioned2017-07-27T10:21:46Z
dc.date.available2017-07-27T10:21:46Z
dc.date.issued2007
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37318
dc.description.abstractThis study examined the existing relation between parental attributions of their child's achievement, their belief in getting involved in the child's educational process and their actual behavior regarding this involvement. The participating parents (N = 313) were asked to complete the Parental Attributions Scale and the Parental Involvement Scale. They were also asked to state to what degree they believed that parents in general and they personally as parents should get involved in their children's educational affairs. Confirmatory factor analysis showed that attributing achievement to internal and controllable factors such as the parent's own effort influenced positively the strength of the "getting involved" belief. This in turn had a strong effect on actual parental involvement activity. © 2007 Springer Science+Business Media B.V.en
dc.sourceSocial Psychology of Educationen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-36448977651&doi=10.1007%2fs11218-007-9029-8&partnerID=40&md5=444d8ce1b25c016055d8d3f62dff8ba2
dc.subjectAchievementen
dc.subjectAttributionsen
dc.subjectParental involvementen
dc.titleParental attributions and parental involvementen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1007/s11218-007-9029-8
dc.description.volume10
dc.description.issue4
dc.description.startingpage473
dc.description.endingpage482
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Ψυχολογίας / Department of Psychology
dc.type.uhtypeArticleen
dc.description.notesCited By :6; Export Date: 13 July 2017en
dc.contributor.orcidGeorgiou, Stelios N. [0000-0003-0419-1214]


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