Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A cross‐cultural comparison

Phillipson, Sivanes

doi:10.1080/01443410601104130

Cited by 121 publications

(89 citation statements)

References 16 publications

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“…Phillipson and Phillipson (2007) reported that in Hong Kong, parents' expectations for children's achievement in mathematics were good predictors for the children's school performance. On the contrary, the family's socio-economical status has not been found to be an efficient or stable variable in explaining cross-national or cultural differences in mathematics (Tzouriadou, Barbas, and Bonti 2002;Zhou, Peverly and Lin 2004).…”

Section: Discussionmentioning

confidence: 99%

Children’s early numeracy in England, Finland and People’s Republic of China

Aunio¹,

Aubrey²,

Godfrey³

et al. 2008

International Journal of Early Years Education

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This research investigated the similarities and differences between countries in young children's early numeracy skills related to age, culture and gender. The participants were five-year-old children from Beijing (People's Republic of China), England and Finland. The rationale for the cross-cultural comparison originates from the research results with older children showing that Asian children outperform children from America or Europe, and from the lack of such information concerning younger children. The results showed that in all locations the older children performed better than the younger children. Cultural differences were found: young children from Beijing outperformed those from England and Finland in overall early numeracy performance, as well as in sub-tests for understanding of quantities and relations (i.e. relational skills) and counting skills. Finnish children had better scores than English children in the whole early numeracy scale and in the relational scale. The results are discussed in relation to culture, instruction in preschools and learning support at home, as well as the effects of language characteristics. The culture's appreciation of and approach to mathematics learning in early childhood is a plausible explanation for the cross-cultural differences found in this study.

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Section: Discussionmentioning

confidence: 99%

Children’s early numeracy in England, Finland and People’s Republic of China

Aunio¹,

Aubrey²,

Godfrey³

et al. 2008

International Journal of Early Years Education

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“…En este contexto, las expectativas educacionales de la familia, específica-mente de los padres y el desarrollo de la autoestima del niño, cumplen un rol relevante (Kirk et al, 2011;Lam et al, 2013;Phillipson, 2007;Räty, 2006;Villiger et al, 2012). Sobre ello, Maslow (1943), en su jerarquía de las necesidades humanas, señala que los seres humanos tenemos necesidad de aprecio de uno mismo y de otras personas.…”

Section: Factores Que Explican El Desempeño Académicounclassified

Perfiles de desempeño académico: la importancia de las expectativas familiares

Bravo-Sanzana

Salvo

Mieres

et al. 2017

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ResumenEl presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (Simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada acerca de estos temas. AbstractThis study explored some of the factors that explain school performance. To attain this, Chilean students' profiles of eighth year of primary school were identified and characterized (13.65 year old mean/DS 0.74). This was done according to their academic performance in the History, Geography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (Simce). The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart). Parents' high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.Palabras clave: desempeño escolar, escuela primaria, rol de la familia, expectativas educacionales de la familia, análisis de regresión, perfiles de estudiantes, cart.

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“…A growing literature also found parental expectations as a dominant predictor of students" learning abilities and achievement [15], [16]. Furthermore, some studies found parental expectations on their children"s ability and talent are paramount in promoting the potential for the children"s academic achievement [17], [18].…”

Section: A Parental Encouragement and Supports On Student's Learningmentioning

confidence: 99%

“…Some studies found parental expectations as the stem from their beliefs and practices have been a dominant predictor of students" learning achievement [10]. However, there is also an argument that the nature and extent of parental involvement at home and at school play a crucial role in the development of their children"s academic potential [11].…”

Section: Introductionmentioning

confidence: 99%

Parental Involvement on Students‟ Learning Abilities and Achievement in the English Subject

Sultana¹,

Rosli²

2016

IJSSH

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Abstract-At present in the trend of globalization, the English language has become the most important language that is used all over the world. Similarly, English subject is becoming a central concern in various universities and academic institutions in Malaysia. The article attempts to investigate factors influence on students' learning achievement in the English subject in secondary school. A total of 50 students from SMK Sultan Abdul Samad, Banting were selected as the respondents for the study. Students' responses towards their family supports were measured using a four point Likert scale. To determine the relationship between family role and student learning achievement, the correlation coefficient was conducted and the results revealed that only parents' education has a significant (p=0.05) relationship to students' academic achievement. By giving the importance of the knowledge in English subject for educational, economic and national development of a country several suggestions are made.Index Terms-Academic achievement, home environment, parental involvement.

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Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A cross‐cultural comparison

Cited by 121 publications

References 16 publications

Children’s early numeracy in England, Finland and People’s Republic of China

Children’s early numeracy in England, Finland and People’s Republic of China

Perfiles de desempeño académico: la importancia de las expectativas familiares

Parental Involvement on Students‟ Learning Abilities and Achievement in the English Subject

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