Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison

Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison

• Phillipson, Sivanes University of New England, Australia & Hong Kong Institute of Education
• Phillipson, Shane N. Hong Kong Institute of Education

Educational Psychology, 27(3), 329-348, 2007

Routledge

2007

• A 人的成長與發展
  • AE 社會經濟差異、文化差異、階級和家庭背景
• 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

Foreign Countries Memory Cultural Differences Cognitive Ability Mathematics Achievement Academic Achievement Parent Participation Cross Cultural Studies Parent Attitudes Socioeconomic Status Questionnaires Scores Elementary School Students Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育

The aim of the present study was to test the hypotheses that parents' academic expectations, their perception of children's cognitive ability, and their degree of involvement at home and school would predict children's academic achievement, and that there would be important differences in this achievement as a consequence of differences in culture. A sample of 158 parents of students from three primary schools (two Chinese and one of Anglo-Celtic origin) in Hong Kong participated in this study. The three groups of parents differed in terms of both culture and socio-economic status. Parents completed a questionnaire about their perceptions of their children's memory ability, their involvement in their children's activities, and expected and satisfactory scores for their children's achievement in mathematics and language. Unstandardised achievement scores in mathematics and language were obtained from school records. Parents' expected scores in these two subjects were found to be the consistent predictors of achievement for all children. Parental belief in children's episodic memory and involvement at school were predictors of language achievement in one school.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410601104130]

• 英文

期刊論文

• 01443410

• 10.1080/01443410601104130

https://bibliography.lib.eduhk.hk/tc/bibs/a2661811

2010-09-06