Context of academic achievement: Lessons from Hong Kong

Context of academic achievement: Lessons from Hong Kong

• Phillipson, Sivanes Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Educational Psychology, 29(4), 447-468, 2009

Routledge

2009

• 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
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Context Specific Academic Achievement Parental Expectations Parental Involvement Students' Working Memory

• Hong Kong

• 1997.7 onwards

• 小學教育

Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their schoolassessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410903059024]

• 英文

期刊論文

• 01443410
• 14695820

• 10.1080/01443410903059024

https://bibliography.lib.eduhk.hk/tc/bibs/ac7269ec

2010-11-28