%0 Journal Article
%T Hispanic ParentsĄŻ Involvement and TeachersĄŻ Empowerment as Pathways to Hispanic English LearnersĄŻ Academic Performance
%A Hector Rivera
%A Jui-Teng Li
%J Hispanic Journal of Behavioral Sciences
%@ 1552-6364
%D 2019
%R 10.1177/0739986319834931
%X This study examines the relationship between Hispanic English learnersĄŻ learning, their parentsĄŻ involvement, and their teachersĄŻ empowerment through professional knowledge. It is believed that Hispanic parentsĄŻ involvement in their childrenĄŻs school activities is more influential to academic performance and educational attitudes than is teacher empowerment alone. A total of 339 Hispanic English learners, 339 parents, and 40 teachers participated in this study. Structural equation modelling was used. The analysis produced an empirical model with a nonsignificant value of ŚÖ2 (53.11). Due to the nonsignificant difference of the p value, the empirical model was found to be a good fit. These results revealed that Hispanic parentsĄŻ involvement has a positive impact on their childrenĄŻs academic performance, and that teachersĄŻ empowerment has a negative impact when primarily focused on professional knowledge attainment only
%K parental involvement
%K English learners
%K teacher empowerment
%K academic performance
%U https://journals.sagepub.com/doi/full/10.1177/0739986319834931