This study examines the relationship between Hispanic English learners’ learning, their parents’ involvement, and their teachers’ empowerment through professional knowledge. It is believed that Hispanic parents’ involvement in their children’s 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 χ2 (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 parents’ involvement has a positive impact on their children’s academic performance, and that teachers’ empowerment has a negative impact when primarily focused on professional knowledge attainment only.

中文翻译：

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西班牙裔父母的参与和教师的能力作为西班牙裔英语学习者学习成绩的途径

这项研究探讨了西班牙裔英语学习者的学习，父母的参与以及他们通过专业知识赋予教师的能力之间的关系。人们认为，西班牙裔父母参与子女的学校活动比单独授予教师权力对学业成绩和教育态度的影响更大。共有339位西班牙裔英语学习者，339位父母和40位老师参加了这项研究。使用结构方程模型。该分析产生了一个经验模型，其χ2的值不显着（53.11）。由于p值的差异不显着，因此经验模型非常合适。这些结果表明，西班牙裔父母的参与对其子女的学业成绩产生了积极影响，