Parents' Education Before Migrating Tied to Children's Achievement

2012 ◽  
Keyword(s):  
Children's Achievement ◽  
Parents Education

Parents’ Education and Children's Achievement: The Role of Personality

2010 ◽  
Vol 24 (6) ◽  
pp. 535-550 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Felix C. Dinger ◽  
Birgit Spinath
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Positive Association ◽  
Mediating Effects ◽  
School Students ◽  
Grade Point ◽  
Children's Achievement ◽  
Underlying Processes ◽  
Parents Education

The reasons for the positive association between families’ background variables, such as parents’ education, and children's academic achievement have not fully been clarified yet. The present study investigates children's intelligence and personality as potential mediators. A sample of 580 German high school students (mean age: M = 17.0; SD = 0.7) indicated the highest education of their parents and completed measures assessing their own personality and intelligence. Children's academic achievement was operationalized by grade point average. Children's intelligence, openness to experience and, marginally, conscientiousness partially mediated the association between parents’ education and children's academic achievement. Even after controlling for children's intelligence, the mediating effects of those personality traits held. Results are discussed with regard to potential underlying processes. Copyright © 2010 John Wiley & Sons, Ltd.

Peer Modeling of Motivation and Children's Achievement Behaviors

2009 ◽  
Author(s):  
Takamichi Ito ◽  
Motoyuki Nakaya ◽  
Ryo Okada ◽  
Kazuhiro Ohtani
Keyword(s):  
Peer Modeling ◽  
Children's Achievement

Children's Achievement Scale

1970 ◽  
Author(s):  
Bernard Weiner ◽  
Andy Kukla
Keyword(s):  
Children's Achievement

scholarly journals Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

2018 ◽  
Vol 40 (3) ◽  
pp. 473-501 ◽  
Author(s):  
Lorena Ortega ◽  
Lars-Erik Malmberg ◽  
Pam Sammons
Keyword(s):  
Student Achievement ◽  
Growth Curve ◽  
Growth Models ◽  
Teacher Effects ◽  
Combined Use ◽  
Achievement Growth ◽  
Children's Achievement ◽  
Accelerated Growth ◽  
Multiple Membership ◽  
Achievement Trajectories

We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students’ achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models.

Parents’ education and the risk of major depression in early adulthood

2013 ◽  
Vol 48 (11) ◽  
pp. 1829-1839 ◽  
Author(s):  
Alison L. Park ◽  
Rebecca Fuhrer ◽  
Amélie Quesnel-Vallée
Keyword(s):  
Major Depression ◽  
Early Adulthood ◽  
Parents Education

Maternal employment and children's achievement in context: A meta-analysis of four decades of research.

2008 ◽  
Vol 134 (1) ◽  
pp. 77-108 ◽  
Author(s):  
Wendy A. Goldberg ◽  
JoAnn Prause ◽  
Rachel Lucas-Thompson ◽  
Amy Himsel
Keyword(s):  
Maternal Employment ◽  
Meta Analysis ◽  
Children's Achievement
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