The Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstan

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dc.contributor.authorZdorovets, Mariya
dc.date.accessioned2017-08-28T08:22:44Z
dc.date.available2017-08-28T08:22:44Z
dc.date.issued2017-06
dc.description.abstractThe purpose of this study is to examine the effect of demographic factors, family and school contexts on Kazakhstani high school students' academic achievement and their further expectations. The study is designed to address the following questions. The first question is aimed at finding out how gender, ethnicity, family background, parental involvement, school environment, and peer support influence Kazakhstani high school students’ academic achievement. The second question is aimed at finding out how gender, ethnicity, family background, parental involvement, school environment, and peer support influence students’ educational expectations. To conduct this study, a quantitative crosssectional correlational research design is implemented. For the first research question there are the following findings. First, gender is a great predictor of academic achievement. Female students demonstrate better performance in comparison with male students. Second, ethnicity does not have an effect on academic achievement. Third, family SES has no effect on child’s performance. Fourth, parental involvement does not have an effect on academic achievement. Fifth, among school-related factors only school environment is a significant predictor of academic achievement. For the second research question there are the following findings. First, students’ expectations differ by gender. Females have the higher expectations in comparison with males. Second, ethnicity has an effect on expectations. Kazakh students and students from other ethnical groups demonstrate the higher expectations than Russian students do. Third, family income level has a negative effect on expectations. The lower the income level is, the higher expectations students have. Fourth, there is an influence of parental education on educational expectations. However, only father’s education is the strongest predictor of students’ expectations. Fifth, parental involvement positively relates to educational expectations. Sixth, among schoolrelated factors only school environment is a significant predictor of students' expectations.ru_RU
dc.identifier.citationZdorovets, Mariya. (2017) The Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstan. Nazarbayev University Graduate School of Educationru_RU
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/2563
dc.language.isoenru_RU
dc.publisherNazarbayev University Graduate School of Educationru_RU
dc.rightsOpen Access - the content is available to the general publicru_RU
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectKazakhstani high schoolru_RU
dc.subjectfamily backgroundru_RU
dc.subjectparental involvementru_RU
dc.subjectschool environmentru_RU
dc.subjectpeer supportru_RU
dc.subjectacademic achievementru_RU
dc.subjecteducational expectationsru_RU
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationru_RU
dc.titleThe Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstanru_RU
dc.typeMaster's thesisru_RU

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