The mediating effects of parental self-efficacy and parental involvement on the link between family socioeconomic status and children’s academic achievement

2016 ◽  
Vol 25 (3) ◽  
pp. 250-266 ◽  
Author(s):  
Youssef Tazouti ◽  
Annette Jarlégan
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Parental Involvement ◽  
Self Efficacy ◽  
Mediating Effects ◽  
Family Socioeconomic Status

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 Subjective Family Socioeconomic Status and Peer Relationships: Mediating Roles of Self-Esteem and Perceived Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Xia Bai ◽  
Liping Jiang ◽  
Qi Zhang ◽  
Ting Wu ◽  
Song Wang ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Peer Relationships ◽  
Perceived Stress ◽  
Parental Education ◽  
Self Esteem ◽  
Mediating Effect ◽  
Mediating Effects ◽  
Family Socioeconomic Status ◽  
Training Interventions ◽  
Contrast Analysis

This study explored the relationships between subjective family socioeconomic status (FSES), self-esteem, perceived stress, and perceived peer relationships among Chinese adolescents. A total of 1,353 adolescents (age range: 15–19 years) were asked to complete a questionnaire. Mediation analysis revealed that subjective FSES influenced perceived peer relationships in three ways: first, through the mediating effect of perceived stress; second, through the mediating effect of self-esteem; and third, through the serial mediating effects of perceived stress and self-esteem. The results remained significant after controlling for parental education. In addition, a contrast analysis showed no significant differences in the mediating effects of self-esteem and perceived stress. Thus, we suggest that steps should be taken to improve adolescents' self-esteem and reduce their stress through training interventions and preventive measures, to help them improve their perceived peer relationships and reduce adverse effects associated with low subjective FSES.

scholarly journals The effects of children’s Internet use: A Chinese longitudinal study

Comunicar ◽  
2021 ◽  
Vol 29 (68) ◽  
Author(s):  
Lin Ye ◽  
Xiaolin Xia ◽  
Peiye Jiang ◽  
Ting Jiang ◽  
Yangyang Liu
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Standardized Tests ◽  
Internet Use ◽  
El Paso ◽  
Math Performance ◽  
Mediating Effects ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Over Time

In this study, we investigate the mediating effects of children’s Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families, children’s Internet use, and their academic performance. In the 2014 sample, there were 2,686 participants (females=1,272). In 2016, there were 2,330 participants (females=1,069), and in 2018, there were 2,485 participants (females=1,151). The socioeconomic status and the Internet use were measured by a questionnaire. Standardized tests measured the academic performance. Our findings showed that family socioeconomic status was positively related to math performance, but not significantly related to Chinese performance. The results also indicated that Internet use did not significantly mediate the relationship between family socioeconomic status in 2014 and math performance in 2016, while the frequency of Internet use to study in 2016 partly mediated the relationship between family socioeconomic status in 2016 and math performance in 2018. Our findings suggest that Internet use can only mediate the relationship between family socioeconomic status and math performance and the mediating effects become stronger over time. En este estudio, investigamos los efectos mediadores del uso de Internet por parte de los niños en la relación entre el nivel socioeconómico de la familia y su éxito académico y si los efectos mediadores varían entre diferentes disciplinas académicas. Usamos los datos de Estudios de Paneles de las Familias Chinas sobre el nivel socioeconómico de las familias de los niños, el uso de Internet por parte de los niños y su rendimiento académico. Hubo 2.686 participantes en 2014 (mujeres=1.272), 2.330 participantes (mujeres=1.069) en 2016 y 2.485 participantes (mujeres=1.151) en 2018. El estado socioeconómico y el uso de Internet se midieron mediante un cuestionario. Las pruebas estandarizadas midieron el rendimiento académico. Nuestros hallazgos mostraron que el nivel socioeconómico de la familia se relaciona positivamente con el éxito en matemáticas, pero no significativamente con los puntajes chinos. Los resultados indicaron que el uso de Internet no mediaba en la relación entre el estatus socioeconómico familiar en 2014 y el rendimiento matemático en 2016, mientras que la frecuencia de uso de Internet para estudiar en 2016 mediaba en parte la relación entre el estatus socioeconómico familiar en 2016 y el rendimiento matemático en 2018. Nuestros hallazgos proponen que el uso de Internet sólo puede mediar en la relación entre el nivel socioeconómico de la familia y el éxito en matemáticas, y los efectos mediadores se vuelven más fuertes con el paso del tiempo.

The Mediating Effect of Pupils’ Physical Fitness on the Relationship Between Family Socioeconomic Status and Academic Achievement in a Danish School Cohort

2019 ◽  
Vol 49 (8) ◽  
pp. 1291-1301 ◽  
Author(s):  
Mikkel Porsborg Andersen ◽  
Linda Valeri ◽  
Liis Starkopf ◽  
Rikke Nørmark Mortensen ◽  
Maurizio Sessa ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Physical Fitness ◽  
Mediating Effect ◽  
Family Socioeconomic Status ◽  
Danish School ◽  
The Relationship

scholarly journals From School to Work: Improving Graduates’ Career Decision-Making Self-Efficacy

2020 ◽  
Vol 12 (3) ◽  
pp. 804 ◽  
Author(s):  
Lu Xin ◽  
Fangcheng Tang ◽  
Mengyi Li ◽  
Wenxia Zhou
Keyword(s):  
Decision Making ◽  
Socioeconomic Status ◽  
Self Efficacy ◽  
Role Models ◽  
Career Success ◽  
Career Decision ◽  
Proactive Personality ◽  
Career Decision Making ◽  
Family Socioeconomic Status ◽  
Success Criteria

As boundaryless careers become mainstream, individuals need to enhance career decision-making self-efficacy (CDSE) during career transitions to secure better employment outcomes and sustainable career development, especially when moving from a school to a work environment. Drawing on social cognitive career theory, this study empirically proposed a moderated mediation model to examine whether proactive personality (measured at Time 1), career success criteria clarity (CSCC, measured at Time 2), and family socioeconomic status (including family income, parents’ educational level, and parents’ occupational level; measured at Time 1) would contribute to CDSE (measured at Time 2). Results based on a two-wave survey of 235 college students showed that: (1) proactive personality positively predicted CDSE; (2) CSCC positively predicted CDSE; (3) CSCC partly mediated the relation between proactive personality and CDSE; (4) the positive effect of CSCC on CDSE was stronger among students with a lower family socioeconomic status. Individuals with strong proactive personalities were more likely to develop salience in career success criteria and in turn became more confident in making career decisions. Therefore, vocational educators in higher education could help to improve students’ CDSE by promoting training programs for proactive thinking, providing successful role models, and encouraging family involvement, especially for students with a lower family socioeconomic status.

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