Tímarit um menntarannsóknir - 01.01.2010, Síða 74

beliefbelieve in own ability and achievement.
Furthermore, there was also a positive corre -
lation between achievement in mathematics and
scores on a factor measuring parents’parents
support as reported by the students. On the
other hand, there was no correlation between
achievement and scores on the factors social
connections and activities, oractives, and how
happy the students are with their school. Factor
analysis of the parents’ responses produced
factors includingas their child’schild happiness
with school, their support of the child, the social
well-being of students and pressure to do well
in school. The last two factors had no corre -
lation with their child’schild achievement, but
support correlated with scores in mathematics
in grade 7. The child’schild happiness with
school was positively correlated with achieve -
ment in both grades and subjects. These find -
ings are in line with the studies reviewed.
74 Amalía Björnsdóttir, Baldur Kristjánsson og Börkur Hansen
Tímarit um menntarannsóknir, 7. árgangur 2010
Heimildaskrá
amalía Björnsdóttir, Baldur kristjánsson og Börkur
Hansen. (2008). námsáhugi nem enda í grunn -
skólum: Hver er hann að mati nemenda og
foreldra? Hvernig breytist hann eftir aldri og
kyni? Tímarit um mennta rannsóknir, 5, 7–26.
amalía Björnsdóttir, Baldur kristjánsson og Börkur
Hansen. (2009). Tíminn eftir skólann skiptir líka
máli. um tómstundir og frítíma nemenda í 1., 3.,
6. og 9. bekk grunnskóla. Netla veftímarit. sótt
27. apríl 2010 af http://netla.khi.is/greinar/2009/
010/index.htm
anderson, D. r., Huston, a. C., schmitt, k. L.,
Linebarger, D. L. og Wright, J. C. (2001). early
childhood television viewing and adolescent
behavior: the recontact study. Monographs of the
society for research in child development, 66(1),
1–158.
álfgeir L. kristjánsson og inga D. sigfúsdóttir
(2009). The role of parental support, parental
monitoring, and time spent with parents in
adolescent academic achievement in iceland: a
structural model of gender differences. Scandi -
navian Journal of Educational Research, Volume
53, issue 5, October 2009, pages 481–496.
Bandura, a. (1994). self-efficacy. í V. s. rama -
chaudran (ritstjóri), Encyclopedia of human
behavior, 4. bindi (bls. 71–81). new York:
academic Press.
Berns, r. (2007). Child, family school, com mun ity
(8. útg). Belmont, Ca: Wads worth.
Bong, m. (2008). effects of parent-child relation ships
and classroom goal structure on motivation, help-
seeking avoidance, and cheating. The Journal of
Experimental Education, 76(2), 191–217.
Boyer, e. L. (1991). Ready to learn: A mandate for
the nation. Princeton, nJ: Carnegie Foundation
for the advancement of Technology.
Chiu, m. m. og Chow, B. W. Y. (í prentun). Culture,
motivation, and reading achieve ment: High school
students in 41 countries. Learning and Individual
Differences.
Chiu, m. m. og Xihua, Z. (2008). Family and
motivat ion effects on mathematics achieve ment:
analyses of students in 41 countries. Learning
and Instruction, 18(4), 321–336.
Cripps, k. og Zyromki, B. (2009). adolecents‘
psychological well-being and perceived involve -
ment: implications for parental involvement in
middle schools. RMLE Online, 33(4), 1–13.
Dencik, L. og Lauterbach, J. (2002). mor og far og
mor og hendes nye partner. Om børns familier og
familieskift gennem opvæksten i senmoderni teten.
í m. Hermansen og a. Poulsen (ritstjóri),
Samfundets Børn (bls. 75–126). aarhus: Forlaget
klim.
Dowson, m. og mcinerney, D. m. (2003). What do
students say about their motivational goals?:
Towards a more complex and dyn amic
perspective on student motivation. Contemporary
Educational Psychology, 28, 91–113.
ginther, D. k og Pollak, r. a (2004). Family structure
and children’s educational outcomes: Blended
families, stylized facts, and descriptive
regressions. Demography, 41, 4, 671–696.
guay, F., marsh, H. W. og Boivin, m. (2003).
academic self-concept and academic achieve ment:
Developmental perspectives on their causal
Tímarit um menntarannsóknir_Layout 1 1/17/11 5:18 PM Page 74