Mathematics learning gap during pandemic among early adolescents: Roles of own aspiration and parental involvement

Huang, Hsiao‐Ching; Tang, Xin; Zhang, Yixin; Sun, Yi; Zhang, Xin; Salmela‐Aro, Katariina

doi:10.1016/j.lindif.2023.102343

Cited by 2 publications

(1 citation statement)

References 56 publications

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“…The CFPS utilized the 14-item Chinese Parental Involvement and Support Scale (CPISS-14) to understand the children receiving supports and incentives from their parents. 36 In the current study, nine items (eg, the parents encourage the child to work hard, ask the child about things at school, and check the child’s homework) were used to assess how actively the parents involve themselves directly in their children’s education. Each item is rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).…”

Section: Methodsmentioning

confidence: 99%

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Kang,

Li,

Chen

et al. 2024

PRBM

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Objective This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic. Methods This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables. Results We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance. Conclusion The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

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Section: Methodsmentioning

confidence: 99%

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Kang,

Li,

Chen

et al. 2024

PRBM

View full text Add to dashboard Cite

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A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study

Cheung,

Sit,

Zheng

et al. 2024

Brit J of Edu Psychol

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BackgroundGiven that students from socio‐economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio‐economic status and academic performance.AimsThis study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID‐19.Materials and MethodsBased on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature.ResultsFindings indicated that 35 features were identified in the classification of academically resilient and non‐academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self‐efficacy, low levels of truancy and positive future aspirations.DiscussionThis study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology.ConclusionTo sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID‐19 pandemic.

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Mathematics learning gap during pandemic among early adolescents: Roles of own aspiration and parental involvement

Cited by 2 publications

References 56 publications

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study

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