Family socioeconomic status and home-based parental involvement: A mediation analysis of parental attitudes and expectations

2020 ◽  
Vol 116 ◽  
pp. 105111 ◽  
Author(s):  
Xuefeng Li ◽  
Han Yang ◽  
Hui Wang ◽  
Jin Jia
Keyword(s):  
Socioeconomic Status ◽  
Parental Involvement ◽  
Mediation Analysis ◽  
Parental Attitudes ◽  
Family Socioeconomic Status ◽  
Home Based

scholarly journals Family and Personal Correlates of Academic Achievement

2001 ◽  
Vol 88 (2) ◽  
pp. 533-547 ◽  
Author(s):  
Francisco-Juan García Bacete ◽  
Jesús Rosel Remírez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Academic Performance ◽  
Parental Involvement ◽  
Structural Equations ◽  
Family Socioeconomic Status ◽  
School Activities ◽  
Academic Activities ◽  
The Family ◽  
Parents Involvement

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility

2021 ◽  
pp. 027243162110022
Author(s):  
Feng Zhang ◽  
Ying Jiang ◽  
Silin Huang ◽  
Hua Ming ◽  
Yi Ren ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Social Mobility ◽  
Mediating Effects ◽  
Family Socioeconomic Status ◽  
School Based ◽  
Home Based ◽  
Moderating Role ◽  
Family Ses

The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated with adolescents’ academic achievement are not well understood. Therefore, this study examined the mediating roles of different types of parental involvement (i.e., parental school-based involvement, academic socialization, and home-based involvement) and the moderating role of adolescents’ subjective social mobility in the relationships between family SES and academic achievement by using multisource data. The valid sample consisted of 842 adolescents ([Formula: see text] = 12.28 years, 40.97% girls) who were recruited from five township public schools in China. The results indicated that all three types of parental involvement partially mediated the relationships between family SES and adolescents’ Chinese and math achievement; parental school-based involvement had the strongest mediating effects, followed by academic socialization, and home-based involvement had the lowest mediating effects. Moreover, the path from parental home-based involvement to Chinese achievement in the mediation model was moderated by the adolescents’ subjective social mobility. In conclusion, parental involvement is an important mediating mechanism through which a low family SES impedes adolescents’ academic achievement, and adolescents’ subjective social mobility can play a buffering role in the relationship between parental home-based involvement and Chinese achievement.

scholarly journals EFFECT OF FAMILY FACTOR AND CHILDREN’S SCHOOL READINESS IN INTEGRATED WASTE TREATMENT PLACES: PATH ANALYSIS

2021 ◽  
Vol 2 (2) ◽  
pp. 97-112
Author(s):  
Nur Rochimah ◽  
Myrnawati Crie Handini ◽  
Hapidin Hapidin
Keyword(s):  
Socioeconomic Status ◽  
Parental Involvement ◽  
Path Analysis ◽  
School Readiness ◽  
Direct Effect ◽  
Family Environment ◽  
Family Stress ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Children’S Education

Many factors can affect children's school readiness, one of which is the family as their closest environment. This research aimed to analyze the effect of family socioeconomic status, family stress, and parental involvement on children's school readiness. This research involves 113 parents and students of group B Kindergarten in the Integrated Waste Processing Site (TPST) in Bantargebang District, Bekasi City, West Java Province. This sample was obtained using the multistage random sampling technique. This study uses path analysis techniques. This study indicates that socioeconomic status, family stress, and parental involvement do not directly affect Children’s school readiness. However, family socioeconomic status has a negative direct effect on family stress, and family stress can also have a negative direct effect on parental involvement in children's education. These findings imply that it is important to create a warm and supportive family environment to optimally carry out their roles and functions in children's education.

Parental involvement in home-based education and children's academic achievement in China

2019 ◽  
Vol 47 (12) ◽  
pp. 1-15
Author(s):  
Yongtao Gan ◽  
Sude Bilige
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Parental Involvement ◽  
Emotional Support ◽  
Latent Class ◽  
Home Based ◽  
8Th Grade ◽  
Best Fitting ◽  
Fitting Model

Chinese children's academic achievement has consistently been found to relate to parental involvement. We surveyed 4,222 students in the 8th grade at 15 junior high schools in Hainan Province, China. The data were examined using correlation analysis followed by latent class analysis. The latent class dimensions of parental involvement in home- based education were parent–child communication, home supervision, homework help, emotional support, and parental expectations. A series of models were estimated specifying one through five latent classes. Four types of home-based parental involvement were identified: supportive, basic, strict, and disengaged. After determining the best fitting model, we tested our hypotheses with multiple analysis of variance of parents' socioeconomic status and the students' academic achievement by type of home-based parental involvement. There were, accordingly, significant differences for both socioeconomic status and their children's academic achievement. Scores for both achievement and socioeconomic status were highest among students with supportive home-based parent involvement, followed by those with basic, strict, and disengaged involvement, in descending order. The quantity and quality of parental involvement positively related to the children's academic achievement. We recommend that parents support their children's learning using high-quality communication and involve their children in democratic decision making.

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