Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families

2005 ◽  
Vol 29 (6) ◽  
pp. 505-515 ◽  
Author(s):  
Susan Sy ◽  
John Schulenberg
2005 ◽  
Vol 29 (6) ◽  
pp. 505-515 ◽  
Author(s):  
Susan R. Sy ◽  
John E. Schulenberg

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.


2020 ◽  
Vol 11 (2) ◽  
pp. 98-107 ◽  
Author(s):  
Christina B. Gee ◽  
Gagan S. Khera ◽  
Alyssa T. Poblete ◽  
Barunie Kim ◽  
Syeda Y. Buchwach

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Jia Y. Wan ◽  
Deborah L. Goodman ◽  
Emileigh L. Willems ◽  
Alexis R. Freedland ◽  
Trina M. Norden-Krichmar ◽  
...  

Abstract Background To identify genetic associations of quantitative metabolic syndrome (MetS) traits and characterize heterogeneity across ethnic groups. Methods Data was collected from GENetics of Noninsulin dependent Diabetes Mellitus (GENNID), a multiethnic resource of Type 2 diabetic families and included 1520 subjects in 259 African-American, European-American, Japanese-Americans, and Mexican-American families. We focused on eight MetS traits: weight, waist circumference, systolic and diastolic blood pressure, high-density lipoprotein, triglycerides, fasting glucose, and insulin. Using genotyped and imputed data from Illumina’s Multiethnic array, we conducted genome-wide association analyses with linear mixed models for all ethnicities, except for the smaller Japanese-American group, where we used additive genetic models with gene-dropping. Results Findings included ethnic-specific genetic associations and heterogeneity across ethnicities. Most significant associations were outside our candidate linkage regions and were coincident within a gene or intergenic region, with two exceptions in European-American families: (a) within previously identified linkage region on chromosome 2, two significant GLI2-TFCP2L1 associations with weight, and (b) one chromosome 11 variant near CADM1-LINC00900 with pleiotropic blood pressure effects. Conclusions This multiethnic family study found genetic heterogeneity and coincident associations (with one case of pleiotropy), highlighting the importance of including diverse populations in genetic research and illustrating the complex genetic architecture underlying MetS.


2018 ◽  
Vol 40 (3) ◽  
pp. 473-501 ◽  
Author(s):  
Lorena Ortega ◽  
Lars-Erik Malmberg ◽  
Pam Sammons

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.


2014 ◽  
Vol 51 (5) ◽  
pp. 493-505 ◽  
Author(s):  
Terese J. Lund ◽  
Pauline Chan ◽  
Belle Liang

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