The purpose of this paper is to explore the interaction between adolescent academic achievement and LS and the role of parents' education in high school German samples in Germany. This result helped to discuss LS of adolescent youth from an educational point of view and recently attracted particular attention (Suldo et al., 2006; Ferguson et al., 2011). This may be a response to academically challenging school environment today. Since research on LS and education in social puberty is still rare (Suldo et al., 2006), our research reveals the background mechanism of the heterogeneous relationship between the academic achievement in the early studies and the student LS I might do.
The educational level of parents has been proved to be a factor in academic performance. Parents have concrete attitudes and values for learning as a role model and guidance to encourage children to build educational resources at home and pursue high educational goals and desires. In this case, parental-level education can be used as an indicator of attitudes and values used by parents to create a family environment that affects children's learning and achievement.
Identify factors that affect student math results and achieve better instruction design
Many researches have been done on the role of parents in academic performance and coordination. Parents not only participate in their child's educational activities but also participate in direct literary skills (Gillian and Bernadette 2006) in the early stages, including creating an environment that will help guide student achievements at home. This is because students have two types of teachers. It is parents and teachers of the school. In general, studies show that parents' participation in education for children increased by about 92% in the early stages and that women showed commitment over men (Maxwell and Johnson, 2002). However, the unresolved issue remains unchanged as to how parents' contribution will best contribute to their achievement.