Four Aspects Of Family Life Are Described ✓ Solved
Four Aspects Of Family Life Are Described That Have Been Strongly Tied
Four aspects of family life are described that have been strongly tied to student academic achievement, and they are (a) family beliefs and expectations, (b) family patterns of emotional connectedness, (c) family organizational patterns, and (d) family patterns around learning. Choose one of the key components and add at least three additional points/suggestions to contribute to a students' success. Use these new points in addition to those listed in the text to create a plan to be implemented by either the family or the teacher to enhance your chosen component. Support your new points with at least one reference, in addition to the text.
Sample Paper For Above instruction
Enhancing Family Beliefs and Expectations to Support Student Academic Achievement
Family beliefs and expectations play a crucial role in shaping a student's attitude towards learning, motivation, and academic success. When families hold high expectations and believe in their child's ability to succeed, it fosters an environment conducive to achievement. To further improve this component, I propose three additional strategies: fostering growth mindset beliefs, involving families in academic goal setting, and promoting positive reinforcement of effort.
Fostering a Growth Mindset
Encouraging families to adopt a growth mindset—that intelligence and abilities can be developed through effort—can greatly influence students' resilience and motivation (Dweck, 2006). Parents and caregivers should be educated about the importance of praising effort and strategies rather than innate ability. For example, instead of saying "You're so smart," families can say "I'm proud of how hard you worked on this project," which fosters perseverance and a love of learning.
Involving Families in Academic Goal Setting
Creating opportunities for families to participate in setting academic goals with their children can enhance engagement and accountability. Teachers can facilitate workshops where parents and students collaborate to establish realistic and challenging goals. This shared responsibility reinforces belief in the student's potential and demonstrates the family's commitment to academic success.
Promoting Positive Reinforcement of Effort
Families should be encouraged to recognize and reward consistent effort and improvement, not just high grades. This approach helps students value persistence and resilience. A recognition system, such as praise notes or certificates for sustained effort, can motivate students to persist through challenges, reinforcing the belief that dedication leads to achievement (Epstein, 2011).
Implementing the Plan
To implement this plan effectively, teachers can organize informational sessions for parents highlighting the importance of growth mindset principles and practical strategies for involvement. Schools can also distribute resources—such as pamphlets or online modules—on encouraging effort and setting academic goals at home. Conversely, families can be encouraged to hold regular discussions about learning progress and celebrate effort, creating a supportive home learning environment.
Conclusion
By fostering a growth mindset, engaging families in goal setting, and emphasizing positive reinforcement of effort, the family belief and expectation component can be significantly strengthened. These additional strategies complement existing practices and create a collaborative approach between families and schools, ultimately promoting higher student achievement.
References
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
- Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
- Fan, X., Chen, M., & Reid, N. (2017). The influence of family beliefs and expectations on student achievement. Journal of Educational Psychology, 109(3), 315–329.
- Ginsburg, H. P., & Schneider, B. H. (2005). Parenting and academic achievement. In M. H. Bornstein (Ed.), Handbook of Parenting (pp. 73–104). Lawrence Erlbaum Associates.
- Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.
- Malti, T., & Yu, T. (2017). Emotional connectedness within families and its impact on learning. Child Development Perspectives, 11(1), 33–39.
- Walberg, H. J. (1984). Psychological environments of schools. Educational Leadership, 41(4), 56–60.
- Wilhelm, C. M., & Nelson, J. (2016). Family involvement and student achievement: Evidence from a rural school district. Journal of Family and Economic Issues, 37(2), 195–207.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
- Shumow, L., & Lomax, R. (2002). Parents' orientations to homework: Their relationship to beliefs and practices. The Journal of Educational Research, 95(3), 154–164.