Dear Modestus,

You ask the following: "Does family background have any influence on students academic performance?

Yes, family background has much influence on students academic performance.

As you certainly know there are different styles of patenting: Authoritative, authoritorian and permissive (see, for this respect, D. Baumrind's work on this topic). Authoritative parents are demanding in cognitive terms, but warm in terms of social interaction; authoritorian parents are demanding in cognitive terms, but cold in terms of social interaction; and permissive parents are guided, as it were, by the slogan "laissez faire, laissez passer, laissez aller" (Let it go). There is accumulated evidence that shows that in contrast with authoritorian or permissive parenting, authoritative parenting fosters the child's psychological development, be it cognitive, social, moral, and emotional, and so forth.

While dealing with their children's misdeeds and socialization, parents can make of what Martin Hoffman called discipline practices or strategies: Power assertion, withdrawl of love or inductive strategies. Power assertion is the case when parents make use of their physical or psychological power over several resources to deal with their children's misdeeds ("John, if you do not perform well at school, then we do not give you toys anymore"). Withdrawl of love is the case when parents deal with their children's misdeeds by making use of a kind of blackmail ("Mary, if you do not perform well at school, then Momy do not like you anymore"). Inductive pratices are the case when parents deal with their children's performance by calling their attention to the consequences of their actions upon others ("Bob, if you do not perform well at school, your teacher will be desolated"). There is amassing evidence that shows that in contrast to power assertion and withdrawl of love, inductive strategies are likely to lead to an autonomous morality, that is, a morality based on the ideas of equality, cooperation, and mutual respect. In contradistinction, power assertion and withdrawl of love were found to be associated with a heteronomous morality, that is, a morality based on the ideas of fear, coercion and unilateral respect.

Of course, a rich socio-cultural and economic environment generally favors students' academic achievement. I say generally because the existence of resilient children, or children whose socio-cultural and economic environment is relatively poor. In spite of this environment, resilient children perform relatively well at school. It has been found that resilient children are children from parents who have, so to speak. stable emotional relationshis bwteen them. The existence of resilient children also shows us that is important to distinguish children's social and cultural environment ("e.g., books, money, furniture, and the like)

Kind regards.

Orlando

yes, because there are types of parents teaching their children according to what they have experienced before, good or bad. there are also people who don't want their children to feel the bad things they experience.

however, there are some children, even though they live modestly, but have high intelligence. so, parents are very influential in that matter.

Thank you so much for your valuable comment Lusia Rianghati.

Regards,

MO.

Yes, there is already sound litterature concerning the relationship (correlation) on focus .

Dear Modestus,

You ask the following: "Does family background have any influence on students academic performance?

Yes, family background has much influence on students academic performance.

As you certainly know there are different styles of patenting: Authoritative, authoritorian and permissive (see, for this respect, D. Baumrind's work on this topic). Authoritative parents are demanding in cognitive terms, but warm in terms of social interaction; authoritorian parents are demanding in cognitive terms, but cold in terms of social interaction; and permissive parents are guided, as it were, by the slogan "laissez faire, laissez passer, laissez aller" (Let it go). There is accumulated evidence that shows that in contrast with authoritorian or permissive parenting, authoritative parenting fosters the child's psychological development, be it cognitive, social, moral, and emotional, and so forth.

While dealing with their children's misdeeds and socialization, parents can make of what Martin Hoffman called discipline practices or strategies: Power assertion, withdrawl of love or inductive strategies. Power assertion is the case when parents make use of their physical or psychological power over several resources to deal with their children's misdeeds ("John, if you do not perform well at school, then we do not give you toys anymore"). Withdrawl of love is the case when parents deal with their children's misdeeds by making use of a kind of blackmail ("Mary, if you do not perform well at school, then Momy do not like you anymore"). Inductive pratices are the case when parents deal with their children's performance by calling their attention to the consequences of their actions upon others ("Bob, if you do not perform well at school, your teacher will be desolated"). There is amassing evidence that shows that in contrast to power assertion and withdrawl of love, inductive strategies are likely to lead to an autonomous morality, that is, a morality based on the ideas of equality, cooperation, and mutual respect. In contradistinction, power assertion and withdrawl of love were found to be associated with a heteronomous morality, that is, a morality based on the ideas of fear, coercion and unilateral respect.

Of course, a rich socio-cultural and economic environment generally favors students' academic achievement. I say generally because the existence of resilient children, or children whose socio-cultural and economic environment is relatively poor. In spite of this environment, resilient children perform relatively well at school. It has been found that resilient children are children from parents who have, so to speak. stable emotional relationshis bwteen them. The existence of resilient children also shows us that is important to distinguish children's social and cultural environment ("e.g., books, money, furniture, and the like)

Kind regards.

Orlando

Definitely Yes, it is a research topic, several publications including book chapters about this topic have been penetrating.

Thank you very much Dr. Maria Lucia Faria Moro

Thank you so much Prof. Yasser Jaamour.

Thank you so much Dr. Orlando M Lourenço for your detailed information.

I quite appreciate your valuable comments.

Sure he does. Parents who have a certain academic status will surely find their children to achieve something similar. If they are studying in the same area then they also have moral and professional support. There are many examples in every environment ...

Parents who have ambitions for academic success and their ambitions are trying to transfer their children.

Thank you so much Dr. Mladen Bošnjaković

Yes, it does

Thank you Engr. Adedoyin

I strongly agree with Mladen Bošnjaković. The role of parents in students academic performance is very important.

Thank you Engr. Adedoyin.

Dear Modestus Okwu

"Does family background have any influence on students academic performance? -- You ask.

Even though I have already given an answer to your question, I want to add now some points to it.

1) Parents often commit what I call the fundamental-education error. That is, they generally blame their children, for example, for performing poorly at school, and hence they should be reprehended or even punished for this. In contradistinction, parents do not reward their children when they perform well at school. When this is the case, it is said that children and students only did what was supposed to be done. There is accumulated evidence that shows that the less parents commit the fundamental-education error the more they foster students academic performance.

2) Parents often do not take into account what I call the sense of contingency. As I see it, the field of education is pervaded by the lack of the sense of contingency on the part of children and students. In other words, the educational practices followed by parents and teachers lead children and students to think that what they get both at schools and families does not depend, for exampe, on their effort, attention, and so on while attending classes. In other words, because of educational practices both at schools and family, children and students are led to think that they can get almost everything they want without, say doing nothing. As a result we have demotivated students at schools.

Best regards,

Orlando

Thank you so much for the detailed information prof. Orlando M Lourenço

Interesting response from Dr. Orlando M Lourenço

Yes, greatly

Yes it does.

Following