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

Buchmann, Marlis; Grütter, Jeanine; Zuffianò, Antonio

doi:10.1111/cdev.13645

Cited by 17 publications

(13 citation statements)

References 72 publications

(172 reference statements)

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“…Influence: The Multiple Perspectives of Significant Others Multiple perspectives on child and adolescent development reveal a dynamic process of mutual influence as proposed by the transactional framework of socialization (Briley et al, 2014;Buchmann et al, 2022;Loughlin-Presnal & Bierman, 2017;Sameroff, 2009). This approach was chosen to investigate the perspectives of primary socialization agents (i.e., parents and teachers) and the target children and adolescents, asking how they may be associated with child and adolescent development and life course outcomes.…”

Section: Socialization As a Dynamic Process Of Mutualmentioning

confidence: 99%

“…The first study highlights the multi-informant approach and transactional socialization framework of the COCON study, focusing on the role of parental educational aspirations for their child’s self-perception and experience as academically competent and vice versa (Buchmann et al, 2022). By drawing on the child cohort, time-sensitive intrapersonal dynamics and their interplay between actors (i.e., parents and their child) over time (the target persons’ age of 9, 12, and 15) were identified by using a random-intercept cross-lagged panel model (Mulder & Hamaker, 2021).…”

Section: Cocon Study Design Signature Features Inception and Descript...mentioning

confidence: 99%

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COCON – A Multi-Cohort, Multi-Informant Panel Study

Buchmann,

Grütter

2024

European Psychologist

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COCON (COmpetence and CONtext) is an interdisciplinary longitudinal multi-cohort and multi-informant study with a focus on how children, adolescents, and young adults in Switzerland master developmental tasks and transitions in the institutionalized early life course, given unequal resources and opportunities inherent in their contexts of growing up. Based on the unique features of the study and its design, the data provide strong evidence for interindividual differences in children’s and adolescents’ competence development and their associations with opportunities and demands related to different social contexts. Findings also highlight how individual agency unfolds over time and dynamically relates to the mutual influence of important socialization agents in children’s and adolescents’ lives (parents, teachers) when coping with educational transitions. Exemplary findings are discussed with regard to the conceptual framework and signature features of the study, providing novel evidence for the study of child and adolescent development and potential implications.

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Section: Socialization As a Dynamic Process Of Mutualmentioning

confidence: 99%

Section: Cocon Study Design Signature Features Inception and Descript...mentioning

confidence: 99%

COCON – A Multi-Cohort, Multi-Informant Panel Study

Buchmann,

Grütter

2024

European Psychologist

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“…Finally, to come to the most relevant part, the cross dependencies of aspirations and achievement, one recent Swiss study finds suspected positive cross-lagged effects of parental aspirations and the academic self-concept of the child (Buchmann et al, 2022). Self-concept refers to a selfassessment of the child of how well it does with school and performance and is potentially a rough proxy of actual performance.…”

Section: Previous Research Findingsmentioning

confidence: 99%

Investigating the co-development of academic competencies and educational aspirations in German primary education

Bittmann

2022

Front. Educ.

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Academic achievement and educational decisions, which are strongly related to primary and secondary effects, are the two main drivers behind the emergence of social inequality in education. To understand this process in more detail, even before final decisions have to be made, the reciprocal influence of achievement and aspirations is of greatest interest. By not simply looking at an ultimate outcome but investigating its antecedents in a longitudinal fashion over the course of multiple years more insight is gained. Using German large-scale NEPS panel data, it is possible to demonstrate this co-development quantitatively. Cross-lagged panel models are utilized to show that the achievement in mathematics (measured by comprehensive achievement tests) and parental realistic aspirations influence each other positively in a statistically significant way over the course of primary education from grade one to four, even under the control of various potential confounding variables. Further analyses reveal that this process is socially stratified and works differently for lowly and highly educated families. Lower educated parents pay more attention to the performance of the child when adjusting their aspirations than tertiary educated parents, who always hold high aspirations. The results are of interest to understand in more detail how social inequality emerges at a very early point in the highly tracked German educational system.

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“…Parents are their children’s first and most important educators. Parents, regardless of their economic background, hold high aspirations for their children (Buchmann et al, 2022; Spera et al, 2009). Individuals of elevated social standing seek to uphold their position in society while those on the margins of society hope for social mobility (Hargreaves, 2020).…”

Section: Introductionmentioning

confidence: 99%

‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns

Molla,

Zaini,

Shokouhi

et al. 2023

Australian Journal of Education

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The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children’s schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children’s learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas.

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

Cited by 17 publications

References 72 publications

COCON – A Multi-Cohort, Multi-Informant Panel Study

COCON – A Multi-Cohort, Multi-Informant Panel Study

Investigating the co-development of academic competencies and educational aspirations in German primary education

‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns

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