The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children

The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children

• Poon, Kei Yan The Education University of Hong Kong

International Journal of Educational Development, 75, 2020

Elsevier Ltd.

2020

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• L 教育測量及評鑑
  • LC 學業成績測量

Parent Support Academic Expectations School Involvement Academic Performance Poverty

• Hong Kong

• 1997.7 onwards

• 小學教育

Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children's academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement. Copyright © 2020 Elsevier Ltd. All rights reserved.

• 英文

期刊論文

• 07380593

• 10.1016/j.ijedudev.2020.102175

https://bibliography.lib.eduhk.hk/tc/bibs/55b9e4dc

2020-07-20