Influences of parents' education on their children's educational attainments: the role of parent and child perceptions

2005 ◽  
Author(s):  
Jacquelynne S Eccles
Keyword(s):  
Academic Achievement ◽  
Educational Outcomes ◽  
Family Income ◽  
Family Characteristics ◽  
Parental Influences ◽  
Comprehensive Model ◽  
Educational Attainments ◽  
Residence Location ◽  
Parents Education

This paper is based on a talk given at the conference of the Centre for Research on the Wider Benefits of Learning, September 2004. There is consistent evidence that parents' education predicts children's educational outcomes, alongside other distal family characteristics such as family income, parents' occupations and residence location. A variety of explanations have been offered for these associations. In this paper, we review the most prominent explanations, present a comprehensive model of the influences of parents' education and then summarize some of the research we have done that focuses on the role of parental influences on children's academic achievement.

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.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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