Parental influence on academic achievement among the primary school students in Trinidad

References

• Alvy, K. T. (1987). Black parenting: Strategies for training. New York, NY: Irvington.
   Google Scholar
• Baker, D., & Entwistle, D. (1987). The influence of mothers on the academic expectations of young children: A longitudinal study of how gender differences arise. Social Forces, 65, 670–694. doi: 10.2307/2578523
   Web of Science ®Google Scholar
• Cappa, K. A., Begle, A. M., Conger, J. C., Dumas, J. E., & Conger, A. J. (2011). Bidirectional relationships between parenting stress and child coping competence: Findings from the PACE study. Journal of Child and Family Studies, 20(3), 334–342. doi: 10.1007/s10826-010-9397-0
   PubMed Web of Science ®Google Scholar
• Deshprabhu, S. (1998). Educational psychology and child development. New Delhi: Kanishka.
   Google Scholar
• Horwitz, E. K., & Young, D. J. (1991). Preface. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. xii–xiv). Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Ihmeideh, F. M. (2014). Giving fathers a voice: Towards father involvement in early years settings. Early Child Development and Care, 184(7), 1048–1062. doi: 10.1080/03004430.2013.842562
   Google Scholar
• Jones, I., & White, S. (2000). Family composition, parental involvement and young children's academic achievement. Early Child Development and Care, 161(1), 71–82. doi: 10.1080/0030443001610106
   Google Scholar
• MacIntyre, D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique Peter. The Modern Language Journal, 75(3), 296–304. doi: 10.1111/j.1540-4781.1991.tb05358.x
   Web of Science ®Google Scholar
• Malhotra, N., & Devika. (2008). Children’s perspective of parenting in relation to their sex and on the basis of education and income of the parents. Indian Journal of Psychometry & Education, 39(2), 153–156.
   Google Scholar
• Murray, J. (2015). Early childhood pedagogies: Spaces for young children to flourish. Early Child Development & Care, 185(11/12), 1715–1732. doi: 10.1080/03004430.2015.1029245
   Web of Science ®Google Scholar
• National Association of Social Workers. (1993). NASW standards for the practice of social work with adolescents. Retrieved from http://www.socialworkers.org
   Google Scholar
• Ram, S. (1998). Psychology and child growth. New Delhi: Sarup and Sons.
   Google Scholar
• Rice, F. (1996). The adolescent: Development, relationships and culture. Boston, MA: Allyn and Bacon.
   Google Scholar
• Robinson, J., & Biran, M. (2006). Discovering self: Relationships between African identity and academic achievement. Journal of Black Studies, 37(1), 46–68. doi: 10.1177/0021934704273149
   Web of Science ®Google Scholar
• Rosenfeld, R. A. (1978). Anxiety and learning. Teaching Sociology, 5(2), 151–166. doi: 10.2307/1317061
   Web of Science ®Google Scholar
• Small, S. A., & Eastman, G. (1991). Rearing adolescents in contemporary society: A conceptual framework for understanding the responsibilities and needs of parents. Family Relations, 40(4), 455–462. doi: 10.2307/584904
   Web of Science ®Google Scholar
• Strimaitiene, V., & Kvieskaite, E. (2009). Parent involvement as positive socialization assumptions for children's academic achievement. Social Education, 9(20), 115–127.
   Google Scholar
• Verma, D. (1990). Relative effects of gender and family type on the vocational preference of school – going adolescents in Oyo State. Nigerian Journal of Counseling and Development, 5, 95–101.
   Google Scholar
• Waring, K. (2012). Social learning theory and child academic anxiety (Unpublished master’s thesis). The University of Georgia.
   Google Scholar
• Wildera, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. doi: 10.1080/00131911.2013.780009
   Web of Science ®Google Scholar
• Wood, J. J., McLeod, B. D., Sigman, M., Hwang, W. C., & Chu, B. C. (2003). Parenting and childhood anxiety: Theory, empirical findings, and future directions. Child Psychology and Psychiatry, 44(1), 134–151. doi: 10.1111/1469-7610.00106
   PubMed Web of Science ®Google Scholar