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IDEALS
RESEARCH FINDING:
Belief in the value of hard work, the importance of personal
responsibility, and the importance of education itself contri-
butes to greater success in school.
COMMENT:
The ideals that children hold have important implications for
their school experiences. Children who believe in the value of
hard work and responsibility and who attach importance to educa-
tion are likely to have higher academic achievement and fewer
disciplinary problems than those who do not have these ideals.
They are also less likely to drop out of school. Such children
are more likely to use their out-of-school time in ways that
reinforce learning.
For example, high school students who believe in hard work,
responsibility, and the value of education spend about three more
hours a week on homework than do other students. This is a
significant difference since the average student spends only
about five hours a week doing homework.
Parents can improve their children's chances for success by
emphasizing the importance of education, hard work and responsi-
bility, and by encouraging their children's friendships with
peers who have similar values. The ideals that students, their
parents, and their peers hold are more important than a student's
socioeconomic and ethnic background in predicting academic suc-
cess.
Alexander, C. N., Jr. and Campbell, E. Q. (l964). "Peer Influ-
ences on Adolescent Educational Aspirations and Attainments."
American Sociological Review, Vol. 29, pp. 568-575.
Etzioni, A. (l984). Self-discipline, Schools, and the Business
Community. Final Report to the U.S. Chamber of Commerce,
Washington, D.C. ERIC Document No. ED249-335.
Ginsburg, A., and Hanson, S. (l985). Values and Educational
Success Among Disadvantaged Students. Final Report to the U.S.
Department of Education, Washington, D.C.
Hanson, S., and Ginsburg, A. (l985). Gaining Ground: Values and
High School Success. Final Report to the U.S. Department of
Education, Washington, D.C.
Walberg, H. (l984). "Improving the Productivity of America's
Schools." Educational Leadership, Vol. 4l, No. 8, pp. l9-27.