How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

Abstract

Using a longitudinal mediation framework and a low-income sample, this study had two aims: 1) to model bi-directional associations between parent academic expectations and child academic outcomes from first through fifth grade, and 2) to explore three mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American; 25% African American; 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bi-directional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance.

A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets

“…Parent expectations predict student achievement above and beyond prior achievement (Froiland et al., 2013a; Loughlin-Presnal & Bierman, 2017). This has been found for math, reading, and science achievement (Froiland & Davison, 2016b; Jeynes, 2018).…”

“…This has been found for math, reading, and science achievement (Froiland & Davison, 2016b; Jeynes, 2018). Parent expectations in kindergarten are moderate predictors of parent expectations years later, suggesting that it may be wise to promote positive parent expectations when children are young (Froiland et al., 2013a; Loughlin-Presnal & Bierman, 2017). In fact, a study in Finland suggests that parent expectations begin to crystallize as early as preschool (Räty & Kasanen, 2010).…”

Parental educational aspirations and children’s academic self‐concept: Disentangling state and trait components on their dynamic interplay

“…Domain‐specific and domain‐general academic self‐concepts are distinguished, whereby the latter has been cast in a multidimensional structural model that positions the domain‐general self‐concept at the apex of the self‐concept hierarchy (Brunner et al, 2008). Consistent with the general definition of this concept, but not relying on individuals’ ability evaluation of academic subjects, another research tradition conceptualizes this construct as general feelings of academic competence (Harter, 2006; Loughlin‐Presnal & Bierman, 2017). Both definitions have in common that they tap into academic ability‐related competence beliefs.…”

“…Regarding potential directions of influence, studies devoted to the transmission of beliefs and values in the socialization process have well established that parents’ perceptions of child ability, their educational expectations, and values are influential for child academic motivation and beliefs (Fredricks & Eccles, 2002 ). By contrast, the empirically less evidenced transactional approach to socialization asks whether educational aspirations parents hold for their child are responsive to their appraisal of child's academic competence beliefs, learning behaviors, and academic achievement (Briley et al, 2014 ; Loughlin‐Presnal & Bierman, 2017 ). As research has extensively documented the declining trend in young people's academic competence beliefs from late childhood across adolescence (Gniewosz et al, 2012 ; Muenks et al, 2018 ), the question arises whether sensitive parents would adjust their educational aspirations to developmental changes in their child's academic self‐concept.…”

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

“…It is also theoretically plausible that poor academic performance may lead to parent disengagement for the promotion of physical activity for their child. Many parents are unaware of the beneficial impact physical activity has on academic performance and parent expectations and engagement promote academic achievement in school [81,82]. This disengagement may lead to a negative spiral of parental involvement in physical activity promotion due to the allocation of time use to academic work rather than to physical activity.…”