School-Related Parental Involvement and Adolescent Academic Achievement: The Role of Community Poverty

2014 ◽  
Vol 63 (5) ◽  
pp. 616-626 ◽  
Author(s):  
Mellissa Gordon ◽  
Ming Cui
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Community Poverty ◽  
Adolescent Academic Achievement

The Intersection of Race and Community Poverty and Its Effects on Adolescents’ Academic Achievement

2016 ◽  
Vol 50 (7) ◽  
pp. 947-965 ◽  
Author(s):  
Mellissa S. Gordon ◽  
Ming Cui
Keyword(s):  
Academic Achievement ◽  
Black Adolescents ◽  
Community Context ◽  
Community Level ◽  
White Adolescents ◽  
High Poverty ◽  
Individual Level ◽  
Adolescent Outcomes ◽  
Community Poverty

Although most studies have established the importance of individual-level influences on adolescent outcomes, studies are often limited in that they do not address the effects of broader community-level factors. To address this limitation, we examined the association between community-level poverty and adolescents’ academic achievement, and the role of race in this association. Results from multilevel modeling suggested that (a) regardless of community type (i.e., low vs. high poverty), Black adolescents reported lower academic achievement than White adolescents, (b) community poverty was negatively associated with adolescents’ academic achievement among both White and Black adolescents, and (c) the racial disparity in academic achievement was greater in communities with low poverty. Findings indicated the complex effect of community context and race on adolescents’ academic outcome. Implications of such findings were discussed.

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 The Significance of Parental Involvement in the Development in Infancy

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Yanhui Liu ◽  
Mona F Sulaimani ◽  
John E Henning
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Influential Factor ◽  
Instructional Skills ◽  
Future Success ◽  
Rich Information ◽  
Individual Needs

The earliest years’ experiences of children can ensure their future success, and parenting is noted to be an influential factor (Bronfenbrenner, 1979; Lamb et al., 2002). Many researchers theorized that parental involvement could encourage children to actively engage and improve their academic achievement in schools (Epstein, 2018). However, less attention was paid to the significance of parental involvement in infants’ development. This paper explores the role of parental involvement in infants’ development by reviewing and discussing abundant relevant studies. This study recommends that parental involvement should be considered as an affluent resource and a useful tool because it could provide rich information about infants’ individual needs and positively help infant teachers to improve their instructional skills.

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.

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