Measuring Parents’ Involvement in Children’s Education

Pomerantz, Eva M.; Monti, Jennifer D.

doi:10.1007/978-3-319-13838-1_4

Cited by 16 publications

(15 citation statements)

References 71 publications

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“…When asked at the end of the day about that day (vs. about in general), parents may be more capable of remembering children's performance and their affect toward children (for a similar point, see Pomerantz & Kempner, ; Pomerantz, Wang, & Ng, ). In making daily reports, parents may also be less prone to social desirability biases because each day is just one of many on which they are reporting (Pomerantz & Monti, ).…”

Section: Studymentioning

confidence: 99%

The Role of Mothers' Child‐Based Worth in Their Affective Responses to Children's Performance

Pomerantz

Lam

et al. 2017

Child Development

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This research examined whether American and Chinese mothers' tendencies to base their worth on children's performance contributes to their affective responses to children's performance. Study 1 used daily interviews to assess mothers' warmth (vs. hostility) and children's school performance (N = 197; M = 12.81 years). In Study 2, such affect was observed in the laboratory following children's manipulated performance on cognitive problems (N = 128; M = 10.21 years). The more mothers based their worth on children's performance, the more their warmth (vs. hostility) decreased when children failed in Study 1. This pattern was evident only among Chinese mothers in Study 2. In both studies, child-based worth did not contribute to mothers' affective responses to children's success.

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Section: Studymentioning

confidence: 99%

The Role of Mothers' Child‐Based Worth in Their Affective Responses to Children's Performance

Pomerantz

Lam

et al. 2017

Child Development

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“…Another limitation was that the current data were vulnerable to parent self-report bias. Although parents are seen as credible sources of information on their own experience (Jahoda, 1990), there is also a tendency for parents to inflate reports because such acts are desirable (Pomerantz & Monti, 2015; Wong & Hughes, 2006). Future research could include teachers’ reports of children’s peer interactions, direct assessment, and observation to develop broader understandings of parents’ child rearing ideologies, actual parenting practices, and children’s behaviors in context to add credibility to these findings.…”

Section: Discussionmentioning

confidence: 99%

Examination of Chinese immigrant parents’ beliefs about children’s social development through play: A mixed methods explanatory sequential study.

Hyun¹,

McWayne²,

Guetterman³

2022

Developmental Psychology

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Currently, despite the rapid growth of the population of Chinese immigrant families and children in the United States, preschool-aged Chinese-heritage children are an underrepresented group in research. The overarching purpose of this project was to provide a deeper understanding of Head Start Chinese immigrant parents’ beliefs about children’s social-emotional development, the value of play during the preschool period, and the potential role of cultural orientation. The study followed the steps of a mixed methods explanatory sequential design. First, using quantitative data collected from 213 primary caregivers, the study employed a person-centered lens to explore profiles of parents’ cultural orientations and beliefs about play and academics in preschool to better understand the association of these profiles to children’s social competencies. Next, 34 primary caregivers from the quantitative study participated in in-depth, focus group discussions to further explore parents’ perceptions of children’s social behaviors, cultural adjustment experiences, and their perceptions about U.S. preschools. Four reliable profiles were resolved quantitatively and showed within-group variations in patterns of Chinese immigrant parents’ beliefs and cultural orientations that related differentially to children’s social-emotional competencies as evidenced within peer play at home. Qualitative findings corroborated and elaborated the quantitative findings. These results underscored the importance of engaging with Chinese immigrant parents to inform research and program practices.

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“…To draw attention to concerns related to assessing parental engagement in children's education. Researchers review the major assessment approaches used to date, highlighting both the strengths and weaknesses of each approach (Pomerantz & Monti, 2015). This is accompanied by recommendations for improving the assessment of parental engagement in three primary areas.…”

Section: Measuring Parent's Involvement In Children's Educationmentioning

confidence: 99%

Development of CLASSALI: An Online Learning Tool and Academic Performance Report for Makati Public Elementary Schools

Biñas

Carreon

Concilles

et al. 2022

IJCSR

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Purpose–The main focus of the study is to develop an asynchronous framework ready for online classes of Makati Public Elementary Schools with Academic Performance Report to help users identify students at academic risk and adjust educational strategies to meet student's academic needs.CLASSALI is equipped with five major features namely: (1) Virtual Classroom, (2) Online Quiz, (3) Grading System, (4) CLASSALI Forum, and (5) Data Analytics Reports.Method–Researchers conduct an online assessment that has been tested by fifteen IT Practitioners and fifteen Non-IT Participants including admin, teachers, students, and parents. The data collected during the evaluation were computed for the analysis and efficiency of the system. Results–The system gathered reviews mostly with “Excellent” remarks.Conclusion–The system was found relevant nowadays since a new normal setting (i.e., pure online classes) due to the COVID-19 pandemic.Recommendations–In the future analysis, some research points should be given moreattention. First and foremost, the developed learning management systemshould be implemented in other schoolsin the Philippines.In the future to further examine the stability and generalization of the developed learning management system. Practical Implications–It helps significant users such as teachers, school administrators, and parents rapidly identify students at academic risk and adjust educational strategies to meet students' needs.

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Measuring Parents’ Involvement in Children’s Education

Cited by 16 publications

References 71 publications

The Role of Mothers' Child‐Based Worth in Their Affective Responses to Children's Performance

The Role of Mothers' Child‐Based Worth in Their Affective Responses to Children's Performance

Examination of Chinese immigrant parents’ beliefs about children’s social development through play: A mixed methods explanatory sequential study.

Development of CLASSALI: An Online Learning Tool and Academic Performance Report for Makati Public Elementary Schools

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