ducation, career development, and personal lives. The scale indexes positive parent involvement; higher scores indicate more parent involvement. A reliability analysis in the Trusty and Lampe (1997) study yielded an internal reliability estimate of .82. Student-reported involvement behavior. The Student questionnaires: Initial, Second follow-up and the Third follow-up will all vary to some degree but will have the same type of questions. The main focus will be dealing with assessing adolescent perceptions of parents' behavior and the amount of involvement between them and their parent. Such questions would include their perceptions of the amount of parental involvement and behavior; experiences regarding said involvement, school, leisure, and family. To help keep the dependant variable, academic achievement, reliable, the students' achievement will be checked through the school records. This will ensure against false statements regarding the subjects' actual academic achievement. The letter grades received will categorized and rated and rated as follows: A-B will be equal to high achievement, C equals moderate achievement and D-F will be recorded as low achievement. Parent-reported involvement behavior. The Parent questionnaires: Initial, Second follow-up and the Third follow-up will all vary to some degree but will have the same type of questions. The main focus will be dealing with assessing the amount of personal involvement (time spend with student) by asking certain questions. These items are self-reports of frequency of behaviors with adolescents, mostly, the degree to which the parent (a) attended school activities (sports, plays), (b) helped with homework, (c) attended entertainment events outside school, (d) attended family functions, and (e) took trips and vacations. Only the parent most knowledgeable of the student/participant will be asked to complete the questionnaire. Participants whose parents did...
