Children’s cognitive ability and their academic achievement: the mediation effects of parental expectations

Phillipson, Sivanes

doi:10.1007/s12564-011-9198-1

Cited by 72 publications

(40 citation statements)

References 44 publications

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“…For instance, in a sample of high school students, González and Wolters () found that perceived authoritative parenting was related to both a mastery goal orientation and higher relative autonomy; permissive parenting was negatively related to a mastery orientation and positively related to a performance approach orientation, whereas authoritarian parenting was positively related to a performance approach orientation only. Phillipson and Phillipson () also found that parental expectations mediated the relation between IQ and academic achievement in a sample of 780 Chinese students, supporting the hypothesis that parents help their children to actualize their cognitive ability by directly communicating their academic expectations to their children.…”

Section: Introductionmentioning

confidence: 75%

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Veas

Costa

Miñano

et al. 2018

Brit J of Edu Psychol

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Section: Introductionmentioning

confidence: 75%

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Veas

Costa

Miñano

et al. 2018

Brit J of Edu Psychol

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“…Broadly speaking, CHC parenting has higher levels of parental involvement in academia (Chao, 1994), and healthy parent-child relationships are generally found to be positively associated with higher academic attainment (Phillipson & Phillipson, 2012). Also, CHC parents prepare their children for success by facilitating the internalization of values such as the importance of academia as a means for social mobility (Chao, 2000), association of success with effort rather than ability (Hau & Salili, 1991), academic excellence based on diligence, self-cultivation, and self-perfection (Li, 2003), and preference of the collectivist orientation over the individualist orientation (Jang, Reeve, Ryan, & Kim, 2009).…”

Section: Filial Piety In Confucian Heritage Culturesmentioning

confidence: 99%

Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

Tam

2016

IJME

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This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students' understanding of filial piety responsibilities in their academic pursuit. Second, the participants found ways to justify the authoritative parenting they received through a reciprocal relationship, especially when their parents were autonomy-supportive. Third, the definitions of filial piety responsibilities varied, depending on the students' personal and familial idiosyncrasies.

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“…We ca n define it as a set of parent behaviors in the home and school that support their childrenś educational progress [36]. Multiple authors indicate its significant contribution to academic achievement [37], [38]. However, its statistical impact has been widely discussed, as some researchers indicate that good parental practices do not predict better academic performance [39].…”

Section: G Parent Involvement and Academic Achievementmentioning

confidence: 99%

The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence

Veas¹,

Corbí²,

Miñano³

2016

IJIET

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).sense, there have been stereotypical views of gender related abilities which contribute to this disparity. Nevertheless, literature review have pointed out this tendency, like Hyde & Linn [7], who concluded in a meta-analysis that there were more similarities than differences between boys and girls, even in those areas where typical gaps have been detected, like mathematics or science. These advances allow overcoming classical theories, focusing on more objective outcomes about the performance trends of boys and girls. B. Intellectual Ability and Academic AchievementIntellectual ability is the most studied cognitive variable to predict academic achievement, showing a clear direct impact [8], although with some variability [9]. To understand the extent of motivational variables on the prediction of academic achievement, Gagné and St. Pè re [10] assessed the contribution of intrinsic, extrinsic and persistence motivation to academic achievement after controlling the predictive power of intelligence in a sample of 200 female high school students. They confirm that cognitive ability is the best predictor of school achievement but also a lack of correlation between intellectual ability and motivation. It is important to discriminate the level of prediction of motivational variables beyond intellectual ability. C. Self-Concept and Academic AchievementAmong the motivational variables, self-concept has been considered as one of the major constructs by the scientific community [11]-[15]. Self-concept is usually defined as a set of perceptions of personal behaviors in concrete situations through inferences about the self in different domains [16]. The multidimensional approach of self-concept is a key to its consideration as one of the most important motivational theories of the last 30 years [17]. In the educational field, academic self-concept and academic achievement are often highly correlated, even more so than other self-concept or self-esteem domains [18]. Huang [19], in a recent meta-analysis, confirmed medium to longitudinal relations between self-concept and academic achievement, as have additional previous long-terms studies [20]. D. Self-Regulation and Academic AchievementAccording to previous studies, self-concept is closely related to other motivational and cognitive variables [21], [22], and for this reason, they have been included in all recent models of academic achievement. In relation to students "ability to self-regulate their own process, it is clear that constitutes a key element in explaining academic success [23], [24]. Self-regulation refers to students´" self-generated

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Children’s cognitive ability and their academic achievement: the mediation effects of parental expectations

Cited by 72 publications

References 44 publications

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence

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