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Parental Expectations and Children's Academic Performance in Sociocultural Context
Abstract
In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research.
KeywordsParental expectations-Academic achievement-Education-Ethnicity-Race-Socioeconomic status
... Compared with other types of parental involvement, such as participation in school activities, parent-child communication, and homework help, parents' academic expectations had the greatest impact on academic performance (Jaiswal and Choudhuri, 2017). Studies find that students whose parents have high expectations receive better grades than those whose parents have low expectations (Yamamoto and Holloway, 2010). As we know, due to the distance from their family and the associated daily constraints, college students exhibit diverse learning styles and are independently in control of their learning time; as such, students' academic performance is more closely related to their SRL ability (Wolters and Hussain, 2015). ...
... The ecological systems theory emphasizes that personal growth is nested in series of environmental systems influencing each other, and under that theory, parents play a significant role in the growth of their children (Guy-Evans, 2020). Many subsequent studies support that parents' educational expectations influence their children's academic performance (Cheng and Starks, 2002;Yamamoto and Holloway, 2010). In general, students' academic performance is inseparable from their SRL ability, especially for college students. ...
... Our findings show a positive correlation between perceived parental academic expectations and students' SRL ability, indicating the importance of parents' participation in cultivating students' SRL ability. The findings that students working under their parents' high level academic expectations demonstrate high SRL ability is consistent with previous findings that parents' academic expectations have long-lasting influence on children's future achievements (Yamamoto and Holloway, 2010). ...
In the field of self-regulated learning ability for college students, prior research usually neglected the role of parents when considering the physical distance between college and home. Indeed, an underlying describable driving force of learning remains embedded in the relationship between parents and students, even at the college stage. This study aimed to explore the relationships among perceived parental academic expectations, mastery goal orientation, self-reflection, and self-regulated learning ability of college students. Mediation and moderated mediation analyses were employed to analyze a sample of 691 college students. The results indicate that mastery goal orientation partially mediates the relationship between perceived parental academic expectations and self-regulated learning. In addition, self-reflection moderates the relationship between perceived parental academic expectations and self-regulated learning. The positive correlation between perceived parental academic expectation and self-regulated learning is stronger for students with low self-reflection than those with high self-reflection.
... Notably, Greblo and Bratko (2014) found that parents' perfectionistic strivings were linked with positive parenting behaviors such as parental acceptance of children, whereas parents' perfectionistic concerns were associated with negative parenting behaviors such as criticism and permissiveness. In the theoretical model proposed by Yamamoto and Holloway (2010), it was also argued that high parental expectations might promote parental involvement in children's education, children's academic self-efficacy, and children's motivation to learn. Taken together, it is possible that perfectionistic strivings and concerns have positive and negative influences respectively on children's executive functions and numeracy interest, which in turn make significant contributions to children's early numeracy competence. ...
... First, parents' learning-related beliefs affect their home teaching practices, which may subsequently contribute to children's learning outcomes (Mues et al., 2022). In particular, parents with higher expectations for their children's learning are more likely to get involved in their children's learning (Yamamoto & Holloway, 2010). For instance, in the study of del Río et al. (2017), the higher the parents' expectations for children's numeracy performance, the more likely they initiated numeracy activities with children at home. ...
... As parental stimulation and scaffolding can boost children's executive functions (Fay-Stammbach et al., 2014), and frequent home numeracy activities can foster children's numeracy interest (Cheung, 2017;Cheung, 2021c), parents' perfectionistic strivings thus have positive links with children's executive functions and numeracy interest. Besides, according to the expectancy-value model of achievement by Eccles and Wigfield (2002), when parents set high academic standards, children's competency beliefs may be increased, and they are more likely to perceive themselves as capable of excelling in their studies (Yamamoto & Holloway, 2010). Such increase in self-efficacy may, in turn, help promote children's self-regulation and motivation to learn about numeracy. ...
Parents’ high academic expectations have often been found to benefit children’s academic outcomes. Nonetheless, little is known whether different ways of expressing the high expectations exert similar influences on early numeracy development. This study therefore investigated the relations of two forms of parents’ perfectionistic tendencies—namely perfectionistic strivings and concerns—with children’s early numeracy competence, as well as the potential mediating roles of children’s executive functions and numeracy interest in such relations. One hundred one kindergarteners were assessed for their numeracy skills and executive functions, whereas their parents completed a questionnaire about their perfectionistic tendencies as well as their children’s numeracy interest. Results showed that both forms of perfectionistic tendencies were associated with children’s numeracy competence via their executive functions and numeracy interest. Only perfectionistic concerns had a direct link with children’s numeracy competence. Our findings imply that parents need to be careful about the ways they convey their academic expectations to young children.
... Positive and constructive communication by parents plays a vital part in the proper upbringing of children. Offspring are only involved or don't involve in certain activities as their parents encouraged or discouraged them to do so (Yamamoto & Holloway, 2010). Such encouragement from parents helps boost the child's confidence to achieve goals in life. ...
... The self-efficacy of the child is shaped by the perception and expectations of parents about their children. Parents expressed hopes about their children through oral feedback and how they encouraged or discouraged their child to do some act (Yamamoto & Holloway, 2010).). In this way, parents may give strength to the self-efficacy of their child that works better in the advanced phases of teens and youth. ...
... 2 demonstrated that parental perceptions are significant predictors of adolescent children's educational outcomes beyond the children's own perceptions (e.g., Benner & Mistry, 2007;Bouchey & Harter, 2005;Murayama et al., 2016; for reviews see Wigfield et al., 2015;Yamamoto & Holloway, 2010). Such effects of parental beliefs and perceptions are often considered to be mediated by parenting behavior/involvement; parents can influence their children's outcomes by changing their parenting behavior and adjusting their involvement based on their beliefs and expectations (Wigfield et al., 2015;Yamamoto & Holloway, 2010). ...
... 2 demonstrated that parental perceptions are significant predictors of adolescent children's educational outcomes beyond the children's own perceptions (e.g., Benner & Mistry, 2007;Bouchey & Harter, 2005;Murayama et al., 2016; for reviews see Wigfield et al., 2015;Yamamoto & Holloway, 2010). Such effects of parental beliefs and perceptions are often considered to be mediated by parenting behavior/involvement; parents can influence their children's outcomes by changing their parenting behavior and adjusting their involvement based on their beliefs and expectations (Wigfield et al., 2015;Yamamoto & Holloway, 2010). In line with these ideas, empirical studies demonstrate that parental expectations affect their child's academic performance through changing the child's beliefs as well as altering their own behavior (e.g., Froiland et al., 2013;Halle et al., 1997). ...
A large body of research has shown that parents play a vital role in the development of adolescents' depression. However, previous research has overlooked the effects of a potentially critical factor, namely, parental perceptions, and beliefs about adolescents' depression. The present study examined whether parental perceptions of an adolescent's depressive symptoms predict longitudinal changes in adolescents' symptoms (i.e., the parental perception effect). The longitudinal relationship between adolescents' depressive symptoms and parental perceptions of the adolescents' symptoms was analyzed in three independent groups of parent-adolescent pairs (in total N = 1,228). Parental perception and monitoring effects were found in Studies 1B and 2 only in the depressive mood subscale. While a decreased enjoyment subscale showed a perception effect in Study 1A, we obtained null results from other studies. We synthesized the results by applying meta-analytic structural equation modeling to obtain a more robust estimate. The analysis qualified both perception and monitoring effects in both subscales. Our results suggest that when parents believe that their adolescent child is depressed, adolescents are cognitively biased by their parental perceptions over time, resulting in more severe depressive symptoms. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... Even though previous longitudinal studies suggested the unidirectional relationship from parental expectations to home practices (Englund et al., 2004), from parental expectations to children's later academic performance (Froiland et al., 2013;Räty & Kasanen, 2010), and from preschoolers' HLE to their language outcome (Niklas & Schneider, 2013;Silinskas et al., 2020), we cannot preclude the bi-directionality in the model. Parents may alter their expectations to fit in DLLs' actual HLE (Curdt-Christiansen & Morgia, 2018), compromise their expectations based on children's current performance (Yamamoto & Holloway, 2010), or change HLE in accordance with children's school performance (Deng et al., 2015). In-depth interviews with parents and interventional studies could be useful to clarify the direction among parental expectations, CHLE, and DLLs' Chinese language skills. ...
... In addition, parental expectations were measured with a single Likert scale question. Even though many studies on parental expectations have used single-item measures (for a review, see, Yamamoto & Holloway, 2010), using average item measures or latent constructs and carrying out a test-retest could better reduce the measurement error and improve the validity and reliability of the study. Third, our model only explained a moderate portion of variance for CHLE (26%) and parentreported Chinese language skills (47%). ...
This study examined how parental expectations were associated with Chinese-Norwegian dual language learners’ Chinese language skills. A total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their children’s Chinese language development, characteristics of the home literacy environment (resources and practices), and children’s Chinese language skills. The children were ages 1;6–14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school. We found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of children’s Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., children’s books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their children’s Chinese language skills. By documenting parents’ efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers.
... Aspects of positive parenting often cited within the literature include parental warmth (Belyer, 1995;De Witte et al., 2013) and sensitivity (Booth, Macdonald & Yousesf, 2018), parenting styles (Spera, 2005), involvement or participation (McLoyd, 1998;Jeynes, 2007;Hill & Tyson, 2009, Castro et al., 2015, academic expectations (Fan & Chen, 2001;Yamamoto & Holloway, 2010), and parental support (Torgerson et al., 2008). Negative parenting, such as being coercive, harsh, or unresponsive can harm cognitive development (Kulic et al., 2019), and family violence has been shown to affect school continuation (Silva-Laya et al., 2019). ...
... However, within Australia the evidence around minority status and achievement in Australia is mixed with higher proportions of students from certain minority groups completing tertiary education (Considine & Zappalà, 2002), which may be due in part to the highly restrictive immigration requirements which prioritise higher parental levels of education and skills. This leads some authors to suggest that ethnicity influences parenting styles through cultural differences (Spera, 2005;Yamamoto & Holloway, 2010), however other studies suggest the majority of the differences in academic achievement of immigrant families noted are due primarily to SES factors, above language ability (Schmid, 2001), as parents of first-generation immigrants may have lower education levels (Considine & Zappalà, 2002). ...
Driven by the internationally observed phenomenon that poorer children perform worse on standardised tests than their more affluent counterparts, this study attempts to understand the key links between household income and educational outcomes at a system level, through the development of the Parental Income and Child Academic Achievement (PICAA) microsimulation model. This model was developed with the goal of being used by policymakers to test the magnitude of expected outcomes of educational and welfare interventions for student outcomes. To do so, this study develops and employs a novel targeted review method to identify key pathways in existing education literature. Following this, it shows how this information can be mapped into a systems diagram, which can then be quantified and operationalised as a microsimulation model based on academic literature and aggregate national data. Finally, it outlines how this model can be validated with de-identified individual data from nationally representative samples, and finally how it can generate results when applied to policy questions. This study represents one of the first applications of modelling to investigate educational inequality as a function of income in an Australian context, one of the first applications of microsimulation to the question of income and educational outcomes, and the first application to the Australian education system. The completion of the validated PICAA model represents the key contribution of this work. This model has high potential to be used for the evaluation of education policy interventions, which is illustrated through a series of income-based policy intervention scenarios. However, the development process of the PICAA microsimulation model has also resulted in a number of key findings and contributions. This study reinforces the importance of the early years as a period of significant developmental growth and a time period in which income-based interventions may provide the best value-for-money for policymakers looking to increase achievement scores or reduce inequality in achievement. This study has also identified an increasing correlation between income and achievement with increasing time between measurements, first identified using the PICAA model but also identified in analysis of NAPLAN achievement data. This newly identified trend has implications for both the interpretation of results of policy analysis and for the importance of longitudinal studies in the study of inequality. Additionally, this study has identified a likely rise in formal care costs in real terms within the Australian context over the past twenty years. This increase has made formal care as much as three times more expensive in real terms, after accounting for inflation and allowing for increases in real wages and hours of use. Quantifying the scale of the cost increase over this period is a further contribution of this study, especially in relation to potential policy interventions to address income and educational inequality. The key recommendations for policy arising from this study include that: there is likely to be greater potential to reduce inequalities in educational outcomes through interventions implemented earlier in life; sustained income interventions (for example, increases to welfare payments for low-income households with young children) are more likely to have impact than one-off income interventions (e.g. cash injections); and that interventions that reduce the negative effects of poverty in early childhood are likely to have significant positive effects on later educational inequalities. In summary, this study has illustrated the value of modelling as an interdisciplinary synthesis tool, and specifically the value in the application of microsimulation to the modelling of education systems, with a particular emphasis on the generation of policy-relevant insights.
... A similar pattern of results has been found for parents' expectations, which have been proven to be related to children's achievements in math [53,54]. Parental expectations can be defined as the highest level that parents think their children can reach regarding specific topics [55]. Regarding expectancies on math skills, parents are usually requested to rate how much they think their children should be proficient in specific math skills [20,24]. ...
The role of home numeracy activities in the development of numeracy skills is receiving growing interest, although some mixed results highlight the need to consider models that include different contextual variables. The present study was aimed at investigating, using a multi-method and multi-informant approach, how parents' educational levels, parents' numerical attitudes, home numeracy , and expectations toward their offspring's numeracy attitudes concurrently predict children's early numeracy abilities as measured with early numeracy tasks and through teachers' evaluations. The sample includes 430 preschoolers, their parents, and 56 teachers. The children's early numeracy competence was assessed using digit recognition and digit-quantity association tasks and via a proxy-report questionnaire administered to their teachers. The parents were then administered a questionnaire investigating their educational levels, home numeracy activities, math attitudes, and expectations toward their child's numeracy ability. The results of the structural equation models revealed that both children's performance in numeracy tasks and the teachers' evaluation of their math skills were directly predicted by their parents' educational levels. In contrast, the parents' math attitudes were indirect predictors via the mediation of home numeracy. These results contribute to understanding the relationships between the investigated environmental variables and the children's early math skills. Additionally, the implications for early family-based interventions are discussed.
... In resource-limited settings, parents also show low aspirations for their kids and education institutes. This is because they worry that the lack of intellectual, physical and literacy resources will prevent them from providing support in the long term [5]. They fear that stopping halfway through a course will have more of a negative impact on the child than not learning. ...
In the post-epidemic era, education and technology are becoming more and more closely related. As technology continues to innovate, the use of scientific and technological software, artificial intelligence, etc. in education is becoming more and more widespread. This article analyses three aspects of education: parents, educational institutions and students, and offers advice and suggestions to educational institutions for improvement based on the views of students and parents. Parents are supportive of their children learning programming languages and are willing to allow their children to use technology in the classroom. However, parents still have concerns about the financial support needed and the negative effects (eye health, etc.) of using technology for their children. Students would like to be able to incorporate more interesting technology into their learning process as this would greatly increase their interest. Educational institutions also find the use of technology in the implementation of their curriculum. However, they still have concerns about investing money in it. We believe that technology plays a vital role in programming education and that if used correctly it can benefit students, parents and educational institutions alike.
... As a result, parental expectations put more stress on them. In addition, previous studies suggested that high parental expectations were positively related to academic stress (Yamamoto and Holloway, 2010;Guo et al., 2020), however, the level of parental expectations in this study was not too high. This study also found that parental expectations could moderate the relationship between academic stress and regulatory emotional self-efficacy. ...
Academic stress has been showed to be an important factor associated with test anxiety. However, the internal mechanism between them is still not clear. The purpose of this study was to explore whether the relationship between academic stress and test anxiety was affected by parental expectations and regulatory emotional self-efficacy. This study recruited 1,315 volunteers aged 17–25 to complete self-reports on academic stress, parental expectations, regulatory emotional self-efficacy and test anxiety. The results showed that there was a significant positive correlation between academic stress and test anxiety. Additionally, parental expectations were negatively correlated with academic stress but positively correlated with regulatory emotional self-efficacy, and regulatory emotional self-efficacy was negatively correlated with academic stress and test anxiety. The results showed that regulatory emotional self-efficacy played a mediating role in academic stress and test anxiety, and the relationship between academic stress and regulatory emotional self-efficacy was moderated by parental expectations, which indicated that parental expectations and regulatory emotional self-efficacy may play an important role in the relationship between academic stress and test anxiety.
... This is an interesting finding. Our interpretation is that parents' expectations of children's future are more associated with children's experiences in their soto world than in their uchi spheres (Yamamoto & Holloway, 2010). Through the assemblage model to identify line of thoughts, we realized that we needed to deterritorize children's learning between the territories and also reterritorialize new becomings in an interrelated context so as to understand children's whole child trajectory. ...
In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
... One reason for it is that, though immigrant parents pass on their academic aspirations and expectations to their children, their ability to actually support and shape the learning of their offspring is limited by a number of obstacles. For instance, due to language barriers and lack of familiarity with the host educational system, they may experience a poor understanding or mistrust of school-related feedback and have poor confidence in their ability to support children's homework (Yamamoto & Holloway, 2010). ...
the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the Computer and Information Literacy (CIL) test score. Non-cognitive skills may be especially important in low-stakes tests such as ICILS, where students face no consequences-positive or negative-as a result of their performance. The empirical results show that several non-self-reported measures acting as proxies for non-cognitive skills are significant determinants of CIL test scores. Furthermore, the findings point at differences in non-cognitive skills across gender, immigrant background, and socioeconomic status. This suggests that one should be cautious when inferring about inequality in digital competences along these dimensions using low-stakes test scores, and underscores the importance of controlling for non-cognitive skills.
... 3. НЕРАВЕНСТВО АКАДЕМИЧЕСКИХ ПРИТЯЗАНИй можно интерпретировать как самосбывающееся пророчество: ожидания родителей, влияющие на академические траектории детей [Yamamoto, Holloway, 2010], сбываются, в обществе закрепляется подобный паттерн ожиданий. Картина, которую мы видим по ответам на этот вопрос, отчасти корректируется при работе с данными о различиях в разрезе размера населенного пункта (рис. ...
В аналитическом докладе представлены результаты изучения нового для российской исследовательской повестки феномена — субъективного восприятия образовательного неравенства. В качестве базы данных использовались результаты Мониторинга экономики образования 2020 г., анкета домохозяйств. Авторы описывают и интерпретируют результаты с использованием традиционной рамки образовательного неравенства и рамки восприятия экономического неравенства, не столь часто применяемой в исследованиях образования. Субъективное восприятие системы образования значимо различается у людей с разным уровнем доходов и образования. Дискуссия строится вокруг вопроса о том, какие выводы могут быть сделаны для образовательной политики и, что более важно, для проблематики информирования населения, способов преодоления сложившейся ситуации. Результаты исследования могут быть полезны для государственных служащих в сфере образования.
... The comprehensive theoretical model of problem behaviors (CTMPB) pointed out that expectations are important factors affecting adolescent problem behaviors [3]. Educational expectations, included in the "expectations system", generally refer to the hopes and expectations for achieving the highest level of education [4]. For adolescents, educational expectations mainly include adolescent selfeducational expectations and parental educational expectations. ...
The comprehensive theory model of problem behaviors proposed that expectations are important factors affecting adolescent problem behaviors. The purpose of this study is to explore the association between educational expectations (in this study, this includes parental educational expectations and adolescent selfeducational expectations) and problem behaviors based on the framework of the CTMPB to provide empirical support for the prevention and intervention of adolescent problem behaviors. This study used cross-sectional data from the 2014–2015 academic year of the China Education Panel Survey (CEPS) conducted by the China survey and data center at the Renmin University of China. A nationwide representative sample of 9936 junior high school students was selected. Among them, 4870 (52.2%) were female, and the average age was 14.52 years (SD = 0.67 years). The results revealed that adolescent selfeducational expectations and deviant peer affiliations played a contributory mediating role in the association between parental educational expectations and adolescent problem behaviors. Both parental educational expectations and adolescent selfeducational expectations are protective factors against adolescent problem behaviors, and enhancing the two factors can decrease the likelihood of adolescent engagement in problem behaviors. In addition, deviant peer affiliations are risk factors for adolescent problem behaviors and represent a mediating factor between educational expectations and adolescent problem behaviors. However, this study was only based on cross-sectional data, requiring further support by longitudinal or experimental studies.
... Literatür incelendiğinde, anne baba eğitim düzeyi yükseldikçe akademik başarı beklentisinin de arttığı sonucuna ulaşan çalışmalar karşımıza çıkmaktadır. [63][64][65][66][67][68] Anne babanın eğitim düzeyi arttıkça daha bilinçli bir şekilde akademik destek sağlarken, eğitim düzeyi düştükçe bu durumun yerini baskıya bıraktığı dikkat çekmektedir. ...
Amaç: Araştırmada, lise öğrencilerinin ebeveyn akademik başarı baskısı ve desteği ile akademik güdülenmesi arasındaki ilişkinin belirlenmesi
amaçlanmaktadır. Veriler çevrimiçi görüşme yoluyla elde edilmiştir.
Gereç ve Yöntem: İlişkisel tarama modelinde olan araştırma; Iğdır ilinde, 2020-2021 eğitim-öğretim yılında yapıldı. Araştırmanın evrenini;
2020-2021 eğitim-öğretim yılında Iğdır il merkezindeki farklı lise türlerinde eğitim gören öğrenciler oluşturdu. Basit rastgele örnekleme
yöntemi kullanılarak 657 öğrenciyle çalışıldı. Verilerin toplanmasında, demografik bilgi formu, Akademik Güdülenme Ölçeği (AGÖ) ve ebeveyn
akademik başarı baskısı ve desteği ölçeği (EABBDÖ) kullanıldı.
Bulgular: Araştırmaya katılan öğrencilerin, %56,9’u kız, %37,3’ü 9. sınıfken %49,6’sı Anadolu lisesinde öğrenim görmekte idi. Araştırmada
AGÖ toplam puanı ile EABBDÖ toplam puanı arasında pozitif yönde zayıf düzeyde anlamlı bir ilişki tespit edildi (p<0,05).
Sonuç: Bu çalışmada cinsiyet, sınıf düzeyi, okul türü, aile gelir durumu, kardeş sayısı, anne ve baba eğitimi gibi değişkenlerin öğrencilerin
akademik güdülenme durumunu; sınıf düzeyi, okul türü, kardeş sayısı ve anne eğitim durumu değişkenlerinin ise ebeveyn akademik başarı
baskısı ve desteğini etkilediği saptanmıştır.
... "Educational expectation" refers to an individual's expectation for future educational achievement (such as the highest level of educational achievement) and realistic beliefs or judgments about future educational achievement [39]. Educational expectations of migrant children are formed in the process of getting along with important others such as parents and teachers [40]. ...
This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children’s identification with the college entrance examination policy on the relationship between the two. A total of 1770 questionnaires were collected for this study. Through multiple regression analysis and moderating effect tests on the data, this study reveals that school class segregation has a significant negative impact on the educational expectations of migrant children; the migrant children’s identification with the college entrance examination policy also partially moderates the impacts of school class segregation on the academic achievement expectations and interpersonal expectations of migrant children. Informed by these results, this study proposes the following three mechanisms that can be used to mitigate the negative impacts of school class segregation on migrant children’s educational expectations: (a) an institutional mechanism involving the “unified urban–rural household registration”; (b) a cultural mechanism involving “promoting learning through examinations”; (c) a compensation mechanism involving the “principle of justice”. This paper provides a Chinese perspective on the issue of school class segregation by offering a policy reference for the improvement of the college entrance examination policy for migrant children and the reform of the household registration system.
... Other determinants of parental expectations include parents' opinions towards school function (Gavora, 2010), their employment status, income, and family lifestyle (Anýžová, In Hamplová and Katrňák, 2018). Yamamoto and Holloway (2010), as well as Sinha (2018) rank the educational qualification of the parents among the important determinants of parental expectations. According to Mortimer and Lee (2021), the degree of expectations is influenced by intergenerational transmission. ...
One of the determining factors of a child's success in school is the parents' attitude towards it, and the level of parents' expectations from their child. The study explores the parent's attitudes toward a child's success in school and their expectations from them. The present study is based on reviewing the relevant literature on the topic and synthesising the key findings. The results of the study show that parents' attitudes and expectations towards the school success are determined by their education level and the importance of education in the family. The findings indicate that parents' positive attitudes towards education and the child are indicators of a child's success in school. Parents' higher expectations and aspirations were manifested in the highly educated families with higher socioeconomic status.
... Parents with high education levels showed better involvement in educational activities with their children. Parents with lower educational qualifications may be less able to engage in school-based activities with children because of their lack of knowledge (Yamamoto & Holloway 2010). Parents' education level can then be used as a proxy for parenting competence in supporting children's academic development. ...
Background: Using digital tools with children during the pandemic has positive and negative impacts. However, we must investigate how parents with higher education qualifications best apply digital parenting.
Aim: The aim of this article was to explore the practice of digital parenting with parents with higher education backgrounds, the digital tools used and the parents’ motivation during the pandemic.
Setting: This research was conducted with parents who work as university lecturers in Banjarmasin, South Kalimantan, Indonesia.
Methods: This study involved 27 lecturers with children in early childhood education. Data were collected using structured interview techniques and analysed using presentation, reduction and verification techniques. The validity of the data was ensured through the triangulation of sources and the extension of the research time.
Results: The results show that applying restrictive mediation through various regulations in using smartphones coupled with authoritative parenting is the leading choice for parents. During the pandemic, parents give children more freedom and time to use smartphones; therefore, they have to adjust their parenting patterns to counteract the negative impacts caused by these digital devices. However, the lack of parenting support, many work schedules and limited interaction time with children can affect this parenting style.
Conclusion: Parents can implement a successful digital parenting transition during a pandemic. Support, motivation, communication, supervision, rules and restrictions imposed on children to continue to use smartphones according to their age are important factors to ensure parenting success in the digital era.
... 3. No debemos "desahuciar" a ningún adolescente y nuestras expectativas de su desarrollo pleno deben de ser siempre altas (Yamamoto & Holloway, 2010;Mesurado et al., 2014). Todo adolescente deberá ser sujeto de nuestra esperanza de desarrollarse como un individuo que aporte un bien a la sociedad y que sea un agente de cambio en ella. ...
La crianza institucional representa una alternativa para el cuidado de los menores, pero también, un retraso en su desarrollo normal. El objetivo de este artículo es presentar el modelo de acompañamiento de la Comunidad de Restauración Integral de Adolescentes i. a. p., a través del cual se busca facilitar el desarrollo del adolescente varón en condición institucionalizada, atendiendo a las características propias de la edad. Este modelo toma recursos de la dinámica familiar y de los hallazgos científicos asociados a las características del comportamiento adolescente. Mucho falta aún en el camino de la validación del modelo; sin embargo, se proveen algunas bases científicas y terapéuticas que integran una propuesta digna de considerar.
... The parental expectation is a desire or a trust that parents establish toward their children for their future success (Yamamoto & Holloway, 2010). Parents generally set up those desires and hopes regarding their children's academic achievement and career (Furry & Sy, 2012). ...
Interest is considered a vital element that helps in attaining the educational goals of students. Parents also set some expectations for their children's education and career, which may not always align with their interests; consequently, their educational practice may suffer. In this regard, this study was designed to examine the relationship between students' academic interests in their respective fields and their parental expectations. The nature of the study was descriptive, and the quantitative method was considered appropriate for data collection. By applying a simple random sampling technique, the questionnaires were distributed among 151 students of the Islamia University of Bahawalpur from various departments, and data was analyzed by using several descriptive and inferential statistical tests. The findings revealed that students possess a high academic interest level and showed a significant difference with respect to their gender and departments. Furthermore, parental expectations were negatively correlated with academic interest and higher for male students than female students. Based on the results, the study highly advocates that parents should respect the desires and interests of their children and should treat them equally by understanding their abilities and aptitudes. Besides, teachers should raise awareness among parents regarding the importance of the academic interests of students in their studies.
... Parents' higher education expectation or lower self-education expectation moderates this effect (Zhan, 2006;Zhang et al., 2011). The higher parental expectation and short-term educational expectation in junior high school have a lasting positive effect on children's academic performance (school achievement, test scores, and academic completion) (Yamamoto and Holloway, 2010). In fact, in the study of parents' expectations and their children's academic achievement (reading achievement and academic achievement), parents' expectation of their children's study is consistent with their expectation of self-education, which can better improve their social cognitive ability (Phillipson and Phillipson, 2012;John and Bierman, 2017). ...
The current study uses a two-wave longitudinal survey to explores the influence mechanism of the family environment on adolescents’ academic achievement. The family environment is measured by parents and children’s reports, including family atmosphere, parent–child interaction, and family rules, to reveal the mediating effect of adolescents’ positive or negative peers between the family environment and academic achievement, and whether the gap between self- and parental educational expectation plays a moderating effect. This study uses the data of the China Education Panel Study (CEPS); the survey samples include 9,449 eighth-grade students (Mage = 13.55 years, SD = 0.70), establishing a multilevel moderated mediating effect model. The results showed (1) the family environment and peer interaction quality can positively predict adolescents’ academic achievement. (2) Using the KHB test, peer interaction quality plays a partial mediating role in the process of family environment positively affecting academic achievement, and the mediating ratio is 27.5%. (3) The educational expectation gap moderates the effect of the family environment on academic achievement and also on peer interaction quality. Therefore, from the perspective of environment and important others, to correctly grasp the academic achievement of junior high school students in the process of socialization, it is necessary to recognize that the family environment, peer interaction quality, and educational expectation gap play an important role.
... Motivational factors focus on the intentional and realistic parental understandings, beliefs, and judgments that parents have about school choices and preferences, children's academic performance, and highest level of schooling children attained, as a way to envision children's future educational success. Previous research shows that parents who placed higher value on education and have higher expectations about their child's educational attainment tend to be more engaged in parental involvement activities (Yamamoto and Holloway 2010). Reactive factors capture the passive parental involvement that is triggered by school-reported or parents self-detected children's academic or behavioral difficulties at school and serves as remedial strategies to improve children's poor performance at school. ...
... Parental expectations are defined as parents' beliefs about what they want their children to achieve, such as academic success [39]. Marriage is a normative marker of adulthood [40], and parents always place certain expectations on their children's marriage. ...
Given the aging population, various issues pertaining to the elderly attract attention, including their mental health. Using data from the China Health and Retirement Longitudinal Survey (CHARLS), and adopting a propensity score matching (PSM) method, this study investigated the impact of offspring’s marital statuses on their elderly parents’ mental health. Parental depression was positively correlated with single and divorced/separated offspring aged 30 and above; this was not the case with widowed children. We then analyzed the heterogeneous influence of offspring’s marital statuses on parents’ mental health based on gender, region, and educational background, further expanding the research.
... The parents wanted to put excellent standards aside and focus solely on the children's learning by constantly motivating and encouraging them in the things they want to pursue. For example, if they're going to learn more English topics, you as a parent should be open to it to love and enjoy what they're in for Yamamoto and Holloway (2010). Homeschooled adolescents and adults succeed on par with or better than their peers who attend public and private schools. ...
... Therefore, it is important to identify protective and risk factors for depressive symptoms in early adolescence. Interestingly, adolescents' educational aspirations, which refer to desires or ideal goals regarding future educational attainment (Yamamoto & Holloway, 2010), have been found to be a double-edged sword for depressive symptoms. Some studies have proposed aspirations as a motivator and identified their protective role for depressive symptoms (Almroth et al., 2018;Mossakowski, 2011), while other studies have adopted aspirations as a stressor and found reverse effects (Gerard & Booth, 2015;Kiang et al., 2015). ...
Adolescents may have educational aspirations that are different from their parents’ educational aspirations for them, and such discrepancy may affect adolescents’ psychological adjustment. This longitudinal study examined how parent-child discrepancy in educational aspirations relate to depressive symptoms in early adolescents, both concurrently and prospectively, when controlling for parents’ depressive symptoms. Moreover, parent and child gender differences in the effects were explored. Data were collected from 3799 students (52.0% boys; Mage = 10.78) and their fathers and mothers when the students were in fifth and seventh grade over 2 years. Polynomial regression with response surface analysis was used to analyze the effects of parent-child aspiration discrepancy on depressive symptoms separately in four parent-child gender dyads. Cross-sectional results demonstrated that for all parent-child gender dyads, congruently higher aspirations were related to lower depressive symptoms, and greater incongruence in aspirations was related to higher depressive symptoms. Moreover, for parent-son dyads, adolescents whose aspirations were lower than those of their parents reported higher depressive symptoms than adolescents whose aspirations were higher than those of their parents. However, longitudinal results further showed that, for father-son dyads only, congruently higher aspirations were related to increased depressive symptoms over time, while for parent-daughter dyads only, greater incongruence in aspirations was related to increased depressive symptoms over time. The findings support the importance of considering parent-child discrepancy when exploring the role of educational aspirations in adolescents’ psychological adjustment and call for a more detailed and rigorous analysis and interpretation of this relationship.
... Furthermore, our participants talked about the low level of parental expectations. Defining parental expectations as parents' realistic judgement and ideas about their children's achievement in the future, Yamamoto and Holloway (2010) argue that parental expectations play a vital role in children's lives, although these expectations are communicated to children in different ways considering the socio-cultural contexts in which they live. ...
Purpose
Divorce has negative effects on children, although emotions that children experience after parental divorce are open to different interpretations. Accordingly, this study was conducted to explore loneliness in children of divorce.
Design/methodology/approach
A constructivist grounded theory study was carried out through the lens of definitive guidelines provided by Charmaz (2006). The participants were 15 female children aged 11–12 years, who were purposively selected. Data were collected using semi-structured interviews and memos. To analyze data, the authors used four coding techniques, including initial, focused, axial, and theoretical coding. Also, to examine the links between the identified themes, the authors focused on three factors: conditions, actions/interactions, and consequences.
Findings
The analysis of the obtained data through the above-mentioned stages led to the identification of three main themes, including parental unavailability, rejection, and mistrust, which shaped children's experience of loneliness through lack of physical access, lack of emotional access, low levels of parental expectations, lack of supervision, absence of belongingness, being ignored, pessimistic views, and insecure relationships.
Originality/value
As was suggested by attachment theory, children of divorce lost their attachment bonds with their parents that intensified their perception of loneliness and negatively affected their social and academic performance. It was revealed that, effects of divorce went beyond the loss of the attachment bonds in families because our participants talked about their relationships with peers and their position in a society, where divorce carries the social stigma and children of divorced mother are marginalized.
Studies about parents’ expectations of their children’s achievements in primary and secondary school often conclude that such expectations have an impact on academic achievements. This poses two quandaries for early childhood education (ECE): there is minimal research focusing on parents’ expectations concerning achievements of young children; if parental expectations in ECE are also linked to academic achievements, other achievements of potential significance for young children and which can be promoted through early experiences are ignored. This article reviews responses to an open-ended statement submitted by 1975 parents whose children were attending early years settings in Malta. A phenomenological approach to data collection was adopted in this exploratory study as parents were invited to list three expectations about their children’s achievements resulting from experiences accrued in formal settings. NVivo analyses yielded nine broad categories of expectations. Personal, social development, school readiness/academic achievements, skills development and personal learning were the four most frequently cited expectations. Results are analysed using Bronfenbrenner’s bioecological systems theory. Having high expectations for each child is recommended but these need to be realistic, contextualised, shared and incorporated in the planning and design of learning opportunities which respect children’s individuality, while acknowledging their abilities and learning characteristics.
Educational aspirations are an important predictor of academic outcomes. While there has been considerable research on educational aspirations in the West, there has been little research in East Asia, and the investigation of factors influencing adolescent aspirations has been neglected, particularly in rural areas. Drawing on ecological systems theory (Bronfenbrenner, 1979) and social cognitive career theory (Lent et al., 2000), this study investigated the associations between educational aspirations and factors at the individual, peer, and family levels among rural Chinese adolescents. A total of 606 students (M age = 14.85 years; 50% boys) from a rural town in Central China completed questionnaires assessing their educational aspirations, individual factors (academic performance, academic self-perception, academic self-regulation, attitudes toward teachers, and goal valuation), and contextual factors (family socioeconomic status, parent and peer relationship quality, and parental and close friends’ aspirations). Individual factors and aspirations of others had significant direct effects on adolescents’ educational aspirations, while parent and peer attachments were significantly related to educational aspirations via individual factors. Family socioeconomic status was not significantly related to adolescents’ educational aspirations. The findings highlight the importance of individual factors as mechanisms explaining the link between contextual factors and rural Chinese adolescents’ educational aspirations. Our results suggest that interventions can be designed to increase and maintain the aspirations of rural Chinese youth by targeting multiple domains of influence.
Bu araştırmanın amacı üniversite öğrencilerinin değerleri ile internet bağımlılıkları ve gelecek beklentileri arasındaki yordayıcı ilişkileri incelemektir. Bu araştırma Türkiye’nin çeşitli illerinde öğrenim görmekte olan 500 üniversite öğrencisi üzerinde gerçekleştirilmiştir. Araştırmanın katılımcılarını 395 (%79) kadın, 105 (%21) erkek öğrenci oluşturmuştur. Araştırmanın verilerinin toplanmasında “Değerler Ölçeği”, “Gelecek Beklentisi Ölçeği” ve “Young İnternet Bağımlılık Ölçeği” veri toplama aracı olarak kullanılmıştır. Araştırma verilerinin analizinde yapısal eşitlik modeli kullanılmıştır. Araştırmadan elde edilen standardize edilmemiş beta değerleri: Değerlerin gelecek beklentisi üzerine doğrudan etkisi β=0.37, değerlerin internet bağımlılığı üzerine doğrudan etkisi β=-0.11, gelecek beklentisinin internet bağımlılığı üzerine doğrudan etkisi β=-0.22 olarak bulunmuştur. Araştırma sonucunda elde edilen tüm etki büyüklükleri anlamlı bulunmuştur (p˂0.01). Sonuç olarak değerlerin internet bağımlılığını negatif, gelecek beklentisini pozitif yönlü yordadığı, internet bağımlılığının ise gelecek beklentisini negatif yönlü yordadığı ortaya koyulmuştur. Bu anlamda gençlerin sahip olduğu değerler arttıkça internet bağımlılıklarının azalacağı, gelecek beklentilerinin ise artacağı söylenebilir. Son olarak gençlerin sahip oldukları değerler artıkça gelecek beklentilerinin de artacağı sonucuna varılmıştır
This study adopts a systematic review of past research to address variations within Chinese American parents’ early literacy expectations and involvement as well as parental influences on children’s early literacy skills. Based on 18 articles reviewed, we identified three pathways for early English literacy practices among first-generation Chinese American parents, which extend the segmented assimilation theory given it addresses adaptive pathways for second-generation immigrants. The first pathway is integration into White middle class: middle- or upper-SES Chinese parents implemented the middle-SES White majority’s English literacy practices, which benefit their children’s early literacy development. The second pathway is economic downward mobility: low-SES Chinese parents fail to effectively foster children’s early English literacy skills due to limited literacy-related resources and knowledge. The third pathway is economic upward mobility with preservation of the heritage culture: middle-SES Chinese parents can successfully foster children’s early English literacy through either adopting traditional Chinese educational practices and values or integrating traditional approaches with American mainstream practices. Implications for promoting Chinese American children’s early literacy development are discussed.KeywordsChinese AmericanParental expectation and involvementEarly literacy developmentSegmented assimilation theoryCultural impactsSocioeconomic status
Parenting is a critical influence on the development of children across the globe. This handbook brings together scholars with expertise on parenting science and interventions for a comprehensive review of current research. It begins with foundational theories and research topics, followed by sections on parenting children at different ages, factors that affect parenting such as parental mental health or socioeconomic status, and parenting children with different characteristics such as depressed and anxious children or youth who identify as LGBTQ. It concludes with a section on policy implications, as well as prevention and intervention programs that target parenting as a mechanism of change. Global perspectives and the cultural diversity of families are highlighted throughout. Offering in-depth analysis of key topics such as risky adolescent behavior, immigration policy, father engagement, family involvement in education, and balancing childcare and work, this is a vital resource for understanding the most effective policies to support parents in raising healthy children.
In the context of increasing ethnic and racial diversity in the United States, we summarize research on parenting among African American, Latinx, White, and Chinese parents in three domains: academic socialization, cultural socialization, and teaching about discrimination. Academic socialization, intended to support children’s and adolescents’ educational success, reflects a goal that is widely shared among adults in the U.S., although there are ethnic-racial differences in how such socialization is manifest due to cultural and contextual variations across groups. Cultural socialization reflects many ethnic-racial minority parents’ desire for their children and adolescents to remain connected to their heritage and to retain the cultural values of their group. Teaching about discrimination reflects many ethnic-racial minority parents’ awareness of their groups’ social position in the U.S. and their anticipation of or reaction to their children’s discrimination experiences. We also describe interventions aimed at supporting the parenting tasks that ethnic-racial minority parents encounter.
The aim of this chapter is to discuss parent-child stress among different cultures in relation to parents' perceptions and their involvement in mathematics homework and children's academic achievement. Several decades of research have demonstrated that parental involvement in children's achievement is associated with a variety of positive and negative academic and motivational outcomes. It is argued that parents' involvement may matter more for some children than for others and parents are active participants rather than passive observers in children's education. This chapter provides insights on how parental involvement in homework can make a difference and why excessive involvement of parents can cause stress for both parents and children. Further, it is discussed how the cultural differences between Asian and European groups appear to narrow down with acculturation over the years.
This paper analyses the influences of parental expectation on middle school students' cognitive development, a subject that is seldom touched in Educational Data Mining (EDM) studies. Despite its anonymity in EDM literature, parental expectation plays a significant role in education. Even though parental expectation is widely studied in the domains of education and psychology, present models are too simple to specify its working path. As the influence of parental expectations is difficult to quantify, we conducted our investigation in one middle school in the city of Hangzhou by applying a set of questionnaires and cognitive assessments. Through the investigation, we verify an inverted-U-shaped relationship between parental expectation and cognitive performance under the moderation of family function. This result extends the EDM study by analyzing the family's contribution and provides a superior model of the impact of parental expectation.
In Europe, Roma and immigrant students continue to experience great inequities, as they face the probabilities of educational failure, segregation, and early school leaving. Previous research has shed light on the multiple factors that perpetuate this situation. However, the role played by family involvement and family educational expectations have been considered to a lesser extent. This research delves into how Family Education programmes provided by eight Spanish schools are playing a central role in increasing Roma and Moroccan families’ expectations of their children’s education. Based on the communicative methodology, this study was conducted in schools located in five Spanish regions. The schools serve minority students from low-socioeconomic status (SES) families and provide Family Education programmes in their own facilities. We applied a convergent mixed methods design, implementing qualitative and quantitative data collection techniques (semistructured interviews, communicative focus groups, communicative daily life stories, and questionnaires). The sample included Roma and Moroccan family members with low SES and teachers involved in Family Education. The results suggest that Family Education is increasing minority families’ educational expectations of their children’s education. Three elements have been identified as facilitators: 1) the co-creation of a high expectations climate in the schools; 2) the improvement of family members’ academic skills; and 3) the generation of new role models.
Asian American students are frequently stereotyped to be hardworking and academically talented. To what extent are teacher appraisals of Asian students influenced by such racial stereotypes? This article investigates this question through a quantitative analysis of high school students from the Educational Longitudinal Study. I find that even when controlling for a wide range of student and family characteristics, including standardized test scores, and comparing students within the same school, high school teachers express more favorable appraisals of Asian students relative to academically comparable White students along three dimensions. First, teachers report more positive assessments of Asian students’ attentiveness and performance in their classrooms. Second, they hold higher expectations for Asian students’ future educational attainment, typically expecting a college degree or more. Third, they are more likely to recommend Asian students for Advanced Placement and honors courses, signaling one concrete action by which teachers may act as gatekeepers to further reify Asian students’ academic success. Importantly, I find that math teachers remain more likely to engage in such behaviors net of their own subjective evaluations of student attitudes and behaviors, lending suggestive evidence to the claim that Asian youth benefit from racialized teacher expectations. The results more broadly suggest that differential teacher appraisals are a source of educational inequality across racial groups in the United States.
The purpose of the present study was to examine the reasons of school choices of middle-class families and their children within the context of the neoliberal education policies in Turkish education system. The study adopts a qualitative descriptive research approach. The data were collected via semi-structured interviews. The first study group consisted of 22 parents (13 public and 9 private schools). The second study group consisted of 30 students (16 public and 14 private school students) who were middle class, had high enough exit-exam score to be able to choose science high schools in Gaziantep province in the academic year of 2016-2017. The data were analyzed using the descriptive and content analysis techniques. The findings indicated that academic, economic, environmental, personal, social and cultural, religious, politic factors and physical conditions affected middle class parents and students school choices. The multi-factorial features demonstrate that middle-school parents and students are rather cautious and thorough in school selection. An important inference from the findings is that middle-class tends to see education as a re-generational tool serving to hold on to their social status and existence. i This paper is a byproduct of the second authors' master thesis.
The parental expectation in adolescents' education is an essential factor of adolescents' social and emotional development. However, little is known about how it is related to adolescents' mobile phone addiction, especially for adolescents from low-income families. To address this issue, this study investigated the relationship between parental expectation and mobile phone addiction, and its underlying mechanisms in adolescents from low-income families. We hypothesized that parental expectation would negatively predict mobile phone addiction, and self-esteem and social anxiety would play multiple mediation roles in this relationship. Results from a sample of 1,953 Chinese adolescents in low-income families revealed that (a) parental expectation was negatively associated with adolescents' mobile phone addiction, (b) both social anxiety and self-esteem played partial and parallel mediating roles between parental expectation and mobile phone addiction, and (c) social anxiety and self-esteem mediated the association between parental expectation and mobile phone addiction sequentially. This study would advance our understanding of how proper parenting styles and social networks helped to prevent children's mobile phone addiction. The limitations and implications of this study are discussed.
Depresi merupakan gangguan psikologis yang dapat dialami berbagai kalangan usia. Mahasiswa merupakan salah satu kelompok yang rentan mengalami depresi. Salah satu program studi yang dianggap memiliki tuntutan dan tekanan yang berat yaitu Program Studi Kedokteran. Salah satu faktor yang diduga menjadi penyebab depresi adalah tingginya harapan orangtua yang sulit dipenuhi oleh anak. Penelitian ini bertujuan untuk mengetahui hubungan antara harapan orangtua dengan depresi pada mahasiswa tahun pertama Program Studi Sarjana Kedokteran Umum. Populasi penelitian ini adalah seluruh mahasiswa Program Studi Sarjana Kedokteran Umum Universitas Diponegoro angkatan 2017 yang berjumlah 246 mahasiswa. Sampel penelitian terdiri dari 101 mahasiswa (62 perempuan; 39 laki-laki) yang diperoleh dengan metode cluster random sampling. Metode pengumpulan data menggunakan dua alat ukur, yaitu Beck Depression Inventory-II (21 aitem; α = 0,90) yang telah divalidasi ke dalam Bahasa Indonesia dan Skala Harapan Orangtua (18 aitem; α = 0,869). Berdasarkan uji korelasi Spearman’s Rho diperoleh hasil bahwa tidak terdapat hubungan yang signifikan antara harapan orangtua dengan depresi pada mahasiswa Program Studi Sarjana Kedokteran Umum Universitas Diponegoro (r = 0,172 ; p= 0,086). Sejumlah 40 mahasiswa (39,6%) tergolong depresi ringan hingga berat namun bukan disebabkan oleh penilaian mereka terhadap harapan orangtua. Faktor-faktor lain yang diduga berpengaruh terhadap depresi pada mahasiswa tahun pertama perlu diteliti lebih lanjut.
Kata kunci: harapan orangtua; depresi; mahasiswa Kedokteran
Research Findings: As China scrapped its decades-old one-child policy, the present study examined how family socioeconomic status was linked to preschoolers’ self-regulated learning through parental educational expectation and home-based involvement in one- and multi-child families in mainland China. Based on a sample of 1,363 preschoolers involved in the 2018 wave of the China Family Panel Studies, the results showed that Chinese parents of only children exhibited higher levels of home-based involvement in their children’s education than did parents with two or more children. Structural equation modeling analyses suggested that parental educational expectation and home-based involvement fully mediated the connections between parental education and self-regulated learning of young children. Moreover, the exact nature of these links differed across one- and multi-child families, which were more complex for children who had at least one sibling. The effect of home-based parental involvement was stronger in multi-child families than in one-child families. Practice or Policy: Findings from this study support the importance of parental involvement in supporting children’s learning in the home environment. Further, the findings suggest family support programs should be tailored to the characteristics and needs of the target families in the Chinese sociocultural context.
Home-based parental involvement is widely considered to be associated with early learning outcomes. However, previous research has heavily focused on school-age children and has relied heavily on Western samples. After China relaxed its one-child policy in 2013, the impact on Chinese families became visible. This study analyzes the data of 3272 children from the 2018 China Family Panel Studies to investigate the relationship between socio-demographic characteristics, parental expectations and parental involvement. The results show that Chinese parents from one-child families were more involved in their child's education than their multiple-child counterparts. Structural equation modeling analysis shows that parental expectations mediated the association between socio-demographic characteristics and parental involvement. The exact nature of these links differed significantly when the two types of families were compared. These findings suggest that it is worthwhile to conduct further studies into family process, as this will make it possible to investigate the underlying mechanisms.
Despite a remarkable development in the education system in Bangladesh, the country still experiences a huge amount of dropout cases every year which is alarming. This study attempts to explore the whys and wherefores of dropping outs of the secondary-level students in the Khulna district. Apart from this, the research also investigates the current conditions of the dropped-out students. Quantitative and qualitative data have been collected from 52 dropouts who were selected using convenience sampling method. The respondents are secondary-level students enlisted in the dropout lists of 10 high schools in Khulna. This study identifies multiple reasons responsible for students’ dropout like financial crisis, inability to take private tuition, the effect of bad company, parental negligence, and early marriage. This study also reveals the miserable current condition of the dropouts as a substantial number of them are not engaged in any productive activities and suffer from frustration. The majority of those feel guilty and regret their decision of leaving school. Around 60 percent of them want to start their schooling again although they are getting very little or no support in some cases from the stakeholders. As ensuring quality education is one of the objectives of SDGs adopted by the United Nations, this study will carry values to school authorities, education policy-makers, and other stakeholders in solving the issues of dropouts to ensure quality and effective education for all. This research is expected to contribute to finding out ways to improve the socio-economic condition of the dropouts.
A cikkben a 2017-es Országos Kompetenciamérésben résztvevő 6., 8. és 10.évfolyamos tanulók adatai alapján vizsgálom a teljesítményt a családiháttér, a motiváció és az óvodában töltött évek számának tükrében. A családi háttéren belül a családiháttér-indexet, a testvérek számát, valamint a szülői bevonódottságot emelem ki. Modellemet az IBM SPSS 25 statisztikai program lineáris regressziós eljárásával teszteltem. Az eredmények értelmében elmondható, hogy a fentnevezettváltozók közül a családi háttérnek van a legnagyobb jelentősége a tanuló teljesítményének tekintetében. Emellett az eredmények alapján elmondható, hogy a testvérek számának növekedése negatívösszefüggésben vana tanulmányi eredménnyel. A szülői bevonódottság tekintetében a három vizsgált kérdés eltérő összefüggésben van a tanuló tanulmányi eredményével. A gyermekkel történtek otthoni megbeszélése pozitív, míg a házifeladatban való segédkezés, valamint a gyermek olvásmányélményeinek való megbeszélése negatív összefüggést mutat a tanulmányi eredménnyel. Az óvodában töltött évek száma változó esetében elmondható, hogy a változó egységnyi növekedése pozitív összefüggést mutat a tanulmányi eredményre, ám ez azösszefüggéskisebb mértékű, mint a családiháttér esetében. A családi háttér változón belül a családi-háttérindex a legmeghatározóbb. A motivációnak egészena10.véfolyamig nem látjuk kiemelkedését, ám 10. évfolyam esetén a motiváció jelentősége standardizált esetben elsődlegessé válik. A szerző a tanulmány alapjául szolgáló kutatást az Országos kompetenciamérés kutatócsoport 20642B800 témaszámú, a Károli Gáspár Református Egyetem Bölcsészet-és Társadalomtudományi Kara által finanszírozott pályázat keretében végezték. Dolgozatom mellékleteként angol nyelven is közlöm tanulmányomat.
Migration, which constitutes the greatest human movement of our age, has a structure that deeply affects social life in every sense and causes great changes. Even if people migrate voluntarily of their own free will, they may have to face some adaptation problems and social differences. This situation; it can cause extremely distressing results for asylum seekers and refugees who migrate forcibly. The difficulties that arise can be even more dramatic, especially for migrant children. In order to cope with these new challenges they face; it is of great importance that especially children from other countries learn the spoken language and culture of the place they go as soon as possible in order to overcome the problems. At this stage, the inclusion of immigrant/refugee/asylum seeker children in the education system and the guidance services to be implemented play a decisive role. In this study, using observation and literature review methods; the difficulties faced by immigrant families regarding education and especially the problems that arise in terms of foreign children are discussed and some suggestions are made for solutions.
Çağımızın en büyük insan hareketlerini oluşturan göç, her anlamda toplum yaşantısını derinden etkileyen ve büyük değişimlere sebep olan bir yapıya sahiptir. İnsanlar gönüllü bir şekilde kendi hür iradeleriyle göç etse dahi, bazı uyum sıkıntıları ve toplumsal farklılıklarla yüzleşmek zorunda kalabilmektedir. Bu durum; zorunlu şekilde göç eden sığınmacı ve mülteciler için son derece sıkıntılı sonuçlar doğurabilmektedir. Ortaya çıkan zorluklar özellikle göç eden çocuklar açısından daha da dramatik olabilmektedir. Karşılaştıkları bu yeni güçlüklerle baş edebilmeleri açısından; özellikle başka ülkelerden gelen çocukların gittikleri hedef ülkenin konuşma dilini ve kültürünü en kısa zamanda öğrenmeleri sorunların üstesinden gelebilmeleri açısından büyük önem arz etmektedir. Bu aşamada göçmen/mülteci/sığınmacı çocukların eğitim sitemine dâhil edilmesi ve uygulanacak rehberlik hizmetleri belirleyici rol almaktadır. Bu çalışmada gözlem ve literatür taraması yöntemleri kullanılarak; göç eden ailelerin eğitime ilişkin karşılaştıkları zorluklar ve bilhassa yabancı çocuklar açısından ortaya çıkan sorunlar ele alınmakta ve çözüme ilişkin bazı önerilerde bulunulmaktadır.
Bildungsaspirationen spielen eine wichtige Rolle für den Bildungserfolg. Schülerinnen und Schüler mit hohen Bildungsaspirationen haben im Vergleich zu jenen mit geringen Bildungsaspirationen eine höhere Wahrscheinlichkeit, gute Schulleistungen zu erzielen, auf einem akademischen Schulzweig unterrichtet zu werden und höhere Bildungsabschlüsse zu erreichen. Hohe Bildungsaspirationen ermöglichen darüber hinaus, sozioökonomisch bedingte Effekte auf die Lernergebnisse in Schule und Hochschule zu verringern. Das vorliegende Kapitel widmet sich dem Konstrukt der Bildungsaspiration und stellt Bezüge her sowohl zu den familialen Determinanten von Bildungsaspirationen als auch zu den Auswirkungen von Bildungsaspirationen auf den Bildungserfolg.
This study examined the extent to which cumulative family risks at age 1 influenced children's school readiness (i.e., academic and socio-emotional skills) during the transition to school directly or indirectly through maternal parenting stress and responsive parenting behaviors at age 3, using 2 longitudinal data sets, one from the U.S. (the Fragile Families and Child Wellbeing Study) and the other from Korea (the Panel Study on Korean Children). Overall, cumulative family risks (e.g., low family income, mothers’ poor mental health) exerted enduring direct effects on children's school readiness, especially their academic skills in both countries. Furthermore, both countries showed similar negative cascading processes by which cumulative family risks negatively influenced both domains of school readiness skills through increased maternal parenting stress. Similarly, cumulative family risks decreased maternal responsive parenting, which then led to poor academic skills in both countries. Some variations between the 2 countries were also observed; the double mediating path through maternal parenting stress and responsive parenting behaviors to academic skills were significant for Korean children only. Moreover, the direct effects of cumulative family risks and maternal responsive parenting on children's socio-emotional skills were significant for U.S. children only, suggesting culture specific processes. The finding that maternal parenting stress was a common mediator suggests that targeting mothers’ parenting stress could be an effective way to promote children's school readiness in both countries, especially for those with multiple family risks.
How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immigrant parents. We find that (a) parents' educational aspirations are high and invariant throughout the elementary years; however, expectations fluctuate; (b) children's school performance influences parents' expectations, but expectations do not influence performance; and (c) immigrant Latino parents attribute high instrumental value to formal schooling, and neither time spent in the U.S. nor perceived discrimination diminishes this belief.
Parents' views of what literacy is and how it develops affect their structuring of everyday activities for children. This article presents case study data on Mexican and Central American immigrant families residing in the greater Los Angeles area, focusing on parents' cultural models and practices of early literacy development of children. The study has two general aims: (1) to describe immigrant Latinos' cultural model of literacy, its origin, and changes in this model associated with immigration and experiences with U.S. schools; and (2) to present a more nuanced perspective on home-school discontinuities that allows for within-group variation and dynamic change across time. Findings indicate that changes in home literacy practices, such as reading aloud to children in the preschool years, carried out in response to school expectations, were associated with parents' own schooling and literacy experiences in their countries of origin.
The present study compares the relations of family SES and parents' educational expectations during early adolescence with students' self-concept of ability and academic achievement in mathematics and language in two western countries, Switzerland and USA Participants were drawn from two US longitudinal samples, The Michigan Study of Adolescent Life Transitions (1983) and the Childhood and Beyond study (1990) and a representative sample of Swiss sixth graders (2002). Results from a series of structural equation models indicate a high predictability and stability across nations indicating the broad usefulness of the model for understanding the role of parents' expectations on student's self-concepts and achievement.
Every cultural community provides developmental pathways for children within some ecological‐cultural (ecocultural) context. Cultural pathways are made up of everyday routines of life, and routines are made up of cultural activities children engage. Activities (bedtime, playing video games, homework, watching TV, cooking dinner, soccer practice, visiting grandma, babysitting for money, algebra class) are useful units for cultural analysis because they are meaningful units for parents and children, and they are amenable to ethnographic fieldwork, systemic observation, and interviewing. Activities crystallize culture directly in everyday experience, because they include values and goals, resources needed to make the activity happen, people in relationships, the tasks the activity is there to accomplish, emotions and motives of those engaged in the activity, and a script defining the appropriate, normative way to engage in that activity. The Ecocultural Family Interview provides a window into children's and families' daily routines and activities.
Appreciation for cognitive factors associated with parental competence and satisfaction is increasingly evident in recent developmental research. In particular, parental self-efficacy beliefs have emerged as both a powerful direct predictor of specific positive parenting practices and a mediator of the effects of some of the most thoroughly researched correlates of parenting quality including maternal depression, child temperament, social support, and poverty. Parental self-efficacy beliefs embody an estimation of the degree to which parents perceive themselves as capable of performing the varied tasks associated with this highly demanding role. The overall objective of this review is to synthesize the extant findings related to parental self-efficacy in order to shed light on the importance of the construct for both theoretical and applied purposes. A foundation in self-efficacy theory and general self-efficacy research is offered initially, followed by an exploration of the empirical findings relevant to parenting self-efficacy. Mechanisms through which self-efficacy beliefs are likely to develop and influence parenting are subsequently described. Finally, the possibility of therapeutic intervention designed to alter competency perceptions among parents who are at-risk or who are currently experiencing difficulty in parenting is examined and avenues for future investigative work are suggested.
The objectives of this study were to review the current literature on status attainment and student college choice and to develop and test a structural model of predisposition to attend college. Family and student background characteristics, parents’ educational expectations for students, level of student involvement in school, and student achievement were cited as influences on students’ predisposition toward postsecondary education and were the chief components of the model. Data from 2,497 ninth-grade students and their parents were used to test the model using LISREL. Parents’ expectations exerted the strongest influence throughout the model. Parents’ education, student gender, high school GPA, and high school experiences also contributed significantly in explaining students’ aspirations.
This study examines the predictors of parent involvement in 537 Asian American and 12,630 European American parents. Data came from the nationally representative Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), an ongoing study of kindergarten children as they make the transition into and through formal schooling. We used Structural Equation Models (SEM) to examine (1) the influence of parents' beliefs, expectations, and educational attainment on multiple aspects of parent involvement, and (2) the relationship among multiple aspects of parent involvement across contexts in families of kindergarten children. Results indicated that although Asian American and European American parents may become involved in different ways, the predictors of and relations among different types of parent involvement across contexts are similar.
Japanese women have often been singled out for their strong commitment to the role of housewife and mother. But they are now postponing marriage and bearing fewer children, and Japan has become one of the least fertile and fastest aging countries in the world. Why are so many Japanese women opting out of family life? To answer this question, the author draws on in-depth interviews and extensive survey data to examine Japanese mothers perspectives and experiences of marriage, parenting, and family life. The goal is to understand how, as introspective, self-aware individuals, these women interpret and respond to the barriers and opportunities afforded within the structural and ideological contexts of contemporary Japan. The findings suggest a need for changes in the structure of the workplace and the education system to provide women with the opportunity to find a fulfilling balance of work and family life.
This research examines social psychological variables which motivate college student plans and performances. After reviewing theoretical formulations of self and significant other, a model is constructed containing the independent variables of family background, high school grades, sex, and the perceived importance of particular significant others; the intervening variables of overall praise from significant others, self-esteem, and college student identity; and the dependent variables of educational expectations and academic performance. The data are based on a questionnaire administered to 396 college students at a large midwestern state university. Findings include: (1) the background variables of high school grades and particular significant others directly influence academic performance, while academic performance and some particular significant others are associated with educational expectations; (2) self variables are directly associated with both expectations and performance; and (3) self variables are major intervening variables which link social background and significant others with the dependent variables. The findings suggest that the further exploration of self variables, beyond limited attention to self-esteem, may improve our ability to understand educational plans and behaviors.
Why are expectations for future performance realized more often by some people than by others, and why are such differences in the efficacy of performance expectations socially patterned? We hypothesize that differences in attentiveness to performance feedback may be relevant, reasoning that follow-through behaviors will be less well conceived when expectations are formed without regard to evaluation of previous performance. Using data from Baltimore fourth-grade students and their parents, we find that expectations anticipate marks more accurately when recall of prior marks is correct than when it is incorrect. Because errors of recall (mostly on the high side) are more common among lower-SES and minority children and their parents, their school performance is affected most strongly. Research on school attainment process from a motivational perspective must give more attention to the additional resources that facilitate successful goal attainment, given high expectations. Our perspective focuses on resources internal to the individual, but external constraints also are important. The discussion stresses the need for further work in both areas.
In a random sample of Baltimore school children over the first 2 years of school, there are no direct effects of parent configuration on marks or test score gains in reading and math with one exception: African American children in single-mother families where other adults are present got higher marks in reading at the beginning of 1st grade than did their counterparts in mother- only or mother-father families. Irrespective of family type, however, children whose families had more economic resources and whose parents had higher expectations for their school performance consistently outperformed other children in reading and math. These findings suggest that the effects of parents' psychological and economic resources that are correlated with family type go far toward explaining previous reports of schooling deficits for children from single-parent homes, especially in the early grades.
This article argues that both parents' and children's educational expectations are spurred by between-family social capital and within-family social capital and that agreement between parents and children on educational expectations facilitates children's achievement. The analyses of eighth graders from four immigrant groups (Chinese, Filipino, Korean, and Mexican) and three native groups (Mexican, black, and white) indicate that high levels of parent-child interactions increase parents' and children's expectations and that higher shared family expectations enhance achievement and greater differences suppress achievement. Immigrant status increases expectations, for Chinese and Korean families more than for Mexican families, and Chinese background is beneficial for children's achievement, but Mexican background is harmful. However, all else being equal, the higher rate of retention of parental language promotes academic achievement, which gives immigrant Mexican children an advantage over their Asian counterparts.
This study examines the predictive relationships among 309 Asian American and 9471 European American parents’ beliefs, expectations, and involvement, and their children's math and reading achievement trajectories during children's transition to school. Data came from the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K), an ongoing study of kindergarten children as they make the transition into and through formal schooling. Based on the educational niche theoretical framework (Chao, 2000), we predicted that parents’ beliefs and expectations would indirectly influence children's achievement trajectories via parent involvement and that these structural paths would not differ significantly between groups. Analyses using latent curve modelling (LCM) supported these predictions. Of particular importance is the finding that despite significant mean differences in Asian American and European American parents’ beliefs, expectations, and involvement practices, the degree to which these constructs predicted children's achievement trajectories over time did not differ between groups.
The present study is an examination of the relations between parenting and the school performance of fourth-and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children's educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to external standards, and importance of monitoring children's activities), (d) self-reported behaviors (i.e., creating an academically enriching environment and helping with homework), and (e) perceptions of parental efficacy. School performance was measured by school grades and achievement test scores. Ethnic group differences emerged in parents' expectations for children's educational attainment, grade expectations, childrearing beliefs, perceptions of parental efficacy, and in the relations between these beliefs and children's school achievement. These results provide further evidence of the importance of considering the constellation of parents' beliefs, goals for their children, and the type of help parents can offer children when working with parents to facilitate their children's school experiences.
A key goal of much educational policy is to help parents become involved in children’s academic lives. The focus of such efforts, as well as much of the extant research, has generally been on increasing the extent of parents’ involvement. However, factors beyond the extent of parents’ involvement may be of import. In this article, the case is made that consideration of the how, whom, and why of parents’ involvement in children’s academic lives is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become involved determines in large part the success of their involvement. It is argued as well that parents’ involvement may matter more for some children than for others. The issue of why parents should become involved is also considered. Implications for future research and interventions are discussed.
This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive model are suggested, as are implications for research and practice. Overall, the review suggests that even well-designed school programs inviting involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in school.
Data from the 1988 National Educational Longitudinal Study (NELS) are used to examine immigrant youths’ reading comprehension and mathematics’ standardized scores as well as their parents’ demographic characteristics and parent-child relations that could influence children’s educational achievements. The comparisons were among parents who had emigrated from Asian, Central and South American, or the less often included European countries and their first- and second-generation offspring. It appeared that Asian students did somewhat better than the other groups. However, regardless of ethnicity and also as hypothesized, parents’ aspirations for their children to obtain more education as well as the children’s own aspirations generally were positively related to their children’s doing well in school. Contrary to previous research, though, ethnic background did not consistently differentiate parental help with homework or parent-child conversations about school on the adolescents’ standardized scores.
What program components might enhance our effectiveness in promoting college access for all students? This article considers five bridges along students’ pathways to college: family involvement, culturally enriched teaching, counseling, mentoring, and peers. Longitudinal case studies of Puente students highlight how these bridges function along Latino students’pathways to their college and career aspirations. Bridges often extended beyond high school to support students’college enrollment, transfer, and retention. A developmental model and prototype database are proposed for both qualitative case studies and variable-based analyses of bridges across students’worlds, family demographics, college and career aspirations, math and English pathways, and college admission and enrollment. Developmental models and longitudinal research can help outreach programs such as Puente strengthen bridges along multiple pathways to college and careers. As these tools advance science, policy, and practices, they can also transformacademic pipelines.
This study examines the relationship between various measures of parental and student expectations and aspirations and math achievement among Latino 12th graders of immigrant parents in the Educational Longitudinal Study (ELS): 2002 database. Findings indicate parental expectations and aspirations were not significant predictors of student achievement after controlling for an index of covariates. Moreover, neither were student expectations, agreement between student and parent expectations, nor student perceptions of parental aspirations. The analyses of the secondary questions likewise indicated only one strong relationship between aspirations, expectations, and parents' time in the United States – parental aspirations and expectations.
The discrepancy between college students’ performance and parents’ expectations may be related to college students’ affective
distress. Further, the role that parent–college student communication reciprocity may play in the context of these discrepancies
has not been examined. As a result, this study examined parent–college student expectation discrepancies and communication
reciprocity as predictors of college students’ affective distress (i.e., anger, depression, and anxiety). Results of this
study suggest that college student–parent expectation discrepancies, communication reciprocity, and college students’ affective
distress (i.e., anger, depression, and anxiety) are interrelated significantly. Further, results from the hierarchical regressions
conducted for this study suggest that college students’ perception of their communication reciprocity with their parents may
be a more important predictor of college students’ depression and anxiety in the context of the expectation discrepancies
examined in this study. These findings underscore the importance of teaching communication skills to college students and
their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
This study examines the predictive relationships among 309 Asian American and 9471 European American parents’ beliefs, expectations, and involvement, and their children's math and reading achievement trajectories during children's transition to school. Data came from the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K), an ongoing study of kindergarten children as they make the transition into and through formal schooling. Based on the educational niche theoretical framework (Chao, 2000), we predicted that parents’ beliefs and expectations would indirectly influence children's achievement trajectories via parent involvement and that these structural paths would not differ significantly between groups. Analyses using latent curve modelling (LCM) supported these predictions. Of particular importance is the finding that despite significant mean differences in Asian American and European American parents’ beliefs, expectations, and involvement practices, the degree to which these constructs predicted children's achievement trajectories over time did not differ between groups.
This study investigated the contributions of maternal education and ethnicity to three dimensions of home‐based parental involvement in young children’s education and development: parental expectations about educational attainment, children’s activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five‐year‐old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home‐based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children’s education.
Integrating ideas from child development with sociological models of educational attainment, we examine the relationship between family structure--whether both parents are present in the household--and children's achievement in high school. Using data from the High School and Beyond study, sophomore cohort, 1986, we ask whether differences in achievement are accounted for by differences in parents' educational aspirations and parenting styles. Children who live with single parents or stepparents during adolescence receive less encouragement and less help with school work than children who live with both natural parents, and parental involvement has positive effects on children's school achievement. Differences in parental behavior, however, account for little of the difference in educational attainment between children from intact and nonintact families.
Asian American students generally have higher academic achievement than other minority students. One possible explanation is that they are more likely to experience certain home environments and educational activities that are conducive to learning. This hypothesis was examined in this study. Data were drawn from the base-year survey of the National Education Longitudinal Study of 1988 (NELS:88). The findings indicated that Asian American students were more likely to live in an intact two-parent family, to spend more time doing homework, and to attend more lessons outside of school. Also, Asian American parents had higher educational expectations for their children, although they did not directly help their children in schoolwork more than other parents. Furthermore, the differences in home environments and educational activities accounted for a large part of the difference in achievement between Asian American and other minority students.
Chinese Americans' high levels of educational achievement have earned them attention as a “model minority” to be emulated by underachieving and underrepresented minority groups. However, the model minority analogy does not adequately explain how this achievement is realized, nor how such information can be used to help other groups close the achievement gap. The ability of both White and Chinese American students to weather school transitions and to remain on track for high achievement and attainment can be explained by both social structural and cultural factors. When the effects of social structural factors such as gender, socioeconomic status, family composition, and parent education level are controlled, the relative importance of cultural factors such as parental expectations and involvement becomes clear.
This study describes family interaction, depicting home socialization around education issues in six families in a California community. Departing from the deficit hypothesis applied to Mexican-American families, I assert that the strengths of the family, as portrayed in the tradition of social science theory, have important relevance to education. A close-range examination of the home interactional environment revealed three significant components leading to an understanding of the strengths of the family. These components were physical resources, emotional climate, and interpersonal interactions. Physical resources available to the parents extended beyond space, time, and disciplinary boundaries in the home. The parents’ social linkages outside the home served to facilitate an exchange of information about children’s schooling issues. Parents provided children with the emotional support that encouraged them to value education. The common thread with all parents was that they cared about their children’s education. However, the ways in which they exercised their roles varied, especially in reference to parent-child interactions involving homework, which were directly related to parents’ cultural knowledge about school.
A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children.
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
Child Care and Culture: Lessons from Africa. Robert A. Levine. Suzanne Dixon. Sarah Levine. Amy Richman. P. Herbert Leiderman. Constance H. Keefer. and T. Berry Brazelton. New York: Cambridge University Press, 1994. xxx. 346 pp., tables, figures, appendixes, notes, references, Index.
Using a national sample of Mexican Americans, the authors developed structural equation models of the effects of four eighth-grade latent variables on educational expectations assessed 6 years later. Models for Mexican American women and men did not differ from one another. The latent variable, parents’ influences, had a strong positive effect on educational expectations at late adolescence. Parents’ influences dominated the effects of the other latent independent variables, socioeconomic status, eighth-grade achievement test scores, and self-perceptions. The four eighth-grade latent variables explained 41% of the variability in educational expectations at late adolescence. The findings reveal consistencies and inconsistencies with previous research findings and models.
Primary school pupils adjustment and academic achievement and the effects of their socio‐cultural background on their parents expectations were conducted on a group of 216 high or low status Italian children, used to speaking Italian or in dialect at home.The parental forecast was expressed in October using the same scale as adopted by the teachers in June, aimed at evaluating both dimensions.A significant relationship emerged indicating that there is a significant similarity between adjustment and achievement; moreover, it appears that the parents, compared to the teaching staff, were considerably more indulgent in judging their children's achievement compared to their capacity to adjust.For both, however, the agreement limits between initial expectations and final judgements were higher in the case of upper class pupils or those speaking Italian as opposed to lower class ones or those speaking in dialect.Parental influence on the capacity to adjust and academic achievement is discussed.