THE MEDIATING ROLE OF EDUCATIONAL MEANING IN THE RELATIONSHIP BETWEENHOME ACADEMIC CULTURE AND ACADEMIC-PERFORMANCE

This article examines the direct and indirect effects of hone academic culture on the academic performance of 538 middle and high school stu dent participants in the Communities In Schools (CIS) program. As hypo thesized and consistent with assumptions from social-cognitive-behavio ral theory, home academic culture exerted an indirect effect oil acade mic performance through educational meaning. An indirect path through time on homework was also revealed. Educational meaning ann time on ho mework were positively and directly related to academic performance. T ime on television had a small negative direct effect on academic perfo rmance. One demographic association found was that non-White students reported greater educational meaning than White students. Implications for research and practice are discussed.