Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students

Jacobs, Nicky; Harvey, David

doi:10.1080/03055690500415746

Cited by 66 publications

(60 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, the parents' educational expectations, and second, the parents' control over homework. In the case of parents' expectations, there seems to be wide consensus that expectations positively correlate with the academic career (Bonstead, Bruns and Hao 1998;Mella and Ortiz 1999;Jacobs and Harvey 2005). However, this is not the case with parents' behavior with respect to educational practice.…”

Section: Introductionmentioning

confidence: 74%

Family influences in academic achievement. A study of the Canary Islands

Sánchez¹,

Montesinos²,

Rodríguez³

2013

Rev. int. sociol.

View full text Add to dashboard Cite

In this paper we study the family variables affecting academic achievement within a Canary Island sample. Parents' level of education, parents' expectations about academic achievement, Socioeconomic Status (SES), family size, type of family and parents' control over the student's homework are used as predicting variables in a logistic regression for predicting which variables load in high academic achievement. These variables are incorporated into two different theoretical models: the social capital view of Coleman and the cultural capital view of Bourdieu. The results indicate that the variables having a leading role are parents' expectations, parents' education, SES and family size. KeywordsAcademic Achievement; Cultural Capital; Family; Logistic Regression; Social Capital. resumenEn este artículo estudiamos los efectos de las variables relacionadas con la familia en el rendimiento acadé-mico en una muestra de estudiantes de Canarias. A través de una regresión logística evaluamos el peso de las siguientes variables en el rendimiento académico: el nivel educativo de los padres, las expectativas de los padres sobre el rendimiento académico de sus hijos, el estatus socioeconómico, el tamaño de la familia, tipo de familia y prácticas de control familiar sobre el trabajo escolar. Estas variables son incorporadas a dos modelos teóricos diferentes: el de Coleman y el de Bourdieu. Los resultados indican que las variables que tienen un papel destacado son: las expectativas, el nivel educativo, el estatus socioeconómico de los padres y el tamaño de la familia.

show abstract

Section: Introductionmentioning

confidence: 74%

Family influences in academic achievement. A study of the Canary Islands

Sánchez¹,

Montesinos²,

Rodríguez³

2013

Rev. int. sociol.

View full text Add to dashboard Cite

show abstract

“…PRESSself is the most immediate and captures the professional ambition of the student (Lee, McInerney, Liem, & Ortiga, 2010;Maltby et al, 2008). PRESSfam measures the family's attitude toward educational achievement (also see, Jacobs & Harvey, 2005). PRESSpeers indicates the influence of the student's peers on the choice of EMI (Nelson & DeBacker, 2008).…”

Section: Measurementmentioning

confidence: 99%

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

Lueg

2015

AMLE

View full text Add to dashboard Cite

Taking a Bourdieusian perspective, we analyze the relevance of social background and capital for choosing English as a medium of instruction (EMI).Our work focuses on students with a non-native English-language background in a business school setting. Although proponents argue that EMI generally increases graduates' employability, they do not sufficiently consider that study strategies differ substantially across social milieus and between the sexes. Failing to account for cultural distance of students to the educational system in choosing EMI can foster social inequality and contribute to the reproduction of elites. Using a survey, we conduct a quasi-experiment in two identical bachelor's degree programs that differ only in their instruction language. Using structural equation modeling, we find that students from higher social strata are much more likely to choose EMI. As suggested by the Bourdieusian perspective, this relationship is not directly observable but operates through hidden mechanisms, such as cultural capital (relative English proficiency) and a better sense of gaming and positioning (career orientation). Business students from the lowest stratum self-select against EMI due to a pronounced fear of failure despite their awareness that EMI leads to higher employability. Our findings support the successful introduction of EMI while ensuring social equality.

show abstract

“…Past studies (examples: Chao, 2001;Querido et al, 2002) have shown that parents, through their parenting styles built critical foundations for various aspects of children's development and achievement. Jacobs and Harvey (2005) indicated that parenting style is one of the significant contributors to student's academic achievement in school. Spera (2005) asserted that parenting styles emphasizes on the response parents provide to their children and the method which parents used to demand compliance from their children.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Dehyadegary¹,

Yaacob²,

Juhari³

et al. 2011

ASS

View full text Add to dashboard Cite

The purpose of the present study was to determine the relationship between parenting styles and academic achievement among adolescents in Iran. The respondents were 382 high school adolescents (251 female and 131 male) in the age range of 15 to 18 years old from selected high schools in Iran. The instrument used to measure parenting style was the parenting style scale by Baumrind (1991). The result of the study indicated that authoritative parenting style has positive significant correlation with academic achievement, while permissive parenting style has negative correlation with academic achievement. The result of the study also showed that there is no significant relationship between authoritarian parenting style and academic achievement. The results of the present study implied that academic achievement among adolescents can be enhanced through positive parenting style. Thus, it is recommended that parents be equipped with knowledge and skills appropriate to the needs and development of their adolescents children.

show abstract

Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students

Cited by 66 publications

References 18 publications

Family influences in academic achievement. A study of the Canary Islands

Family influences in academic achievement. A study of the Canary Islands

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Contact Info

Product

Resources

About