The Effect of Parental Involvement and Socioeconomic Status on Junior School Students’ Academic Achievement and School Behavior in China

Duan, Wenjie; Yuan, Guanqian; Bu, He

doi:10.3389/fpsyg.2018.00952

Cited by 54 publications

(52 citation statements)

References 42 publications

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“…Lastly, Hoover-Dempsey and Sandler (1995,2005) explained that outside demands on parents' time can prevent them from engaging in their students' learning even when they understand their responsibilities and are motivated to fulfill them. As a result, providing a regular place and time to learn with an engaged facilitator is especially important for student populations where parental engagement has been persistently low, including students whose parents have limited formal education (Al-Matalka, 2014) and/or who have lower socioeconomic status (SES) (Alghazo & Alghazo, 2015). Furthermore, facilitators in this research found that students struggled to complete work at home when they had no or slow Internet access.…”

Section: Discussionmentioning

confidence: 89%

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Borup¹,

Chambers²,

Stimson³

2019

IRRODL

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Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

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Section: Discussionmentioning

confidence: 89%

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Borup¹,

Chambers²,

Stimson³

2019

IRRODL

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“…Test scores were standardized (mean [SD]: 0 [1]) by subtracting the mean of 70 from the original scores and dividing by an SD of 10; this is the most used method for standardizing test scores in the Chinese educational system. These standardized subject test scores are comparable across adolescents both within the same and across different academic years (19).…”

Section: Methodsmentioning

confidence: 97%

“…For standardized subject test scores, annual midterm exam scores for math, Chinese, and English in grades 7 to 9 were examined as outcome measures, which were abstracted from school administrative files by trained CEPS teams (19). These three subjects are regarded as foundational courses in the current Chinese educational system.…”

Section: Methodsmentioning

confidence: 99%

“…This study analyzed data from the middle school cohort of the China Education Panel Survey (CEPS). The CEPS is a national cohort study representative of seventh-graders enrolled in the 2013-2014 academic year and it was designed to document attributes of the developmental and educational experiences of Chinese adolescents (18)(19)(20). The CEPS study utilized a multistage stratified design in which counties (or equivalent administrative districts), schools, and classes were the primary, the secondary, and the tertiary sampling units, respectively.…”

Section: Study Design and Participantsmentioning

confidence: 99%

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Overweight and Obesity Impair Academic Performance in Adolescence: A National Cohort Study of 10,279 Adolescents in China

Gao

Chiu

et al. 2020

Obesity

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This study aimed to examine the associations of overweight and obesity (ov/ob) and changes in weight status with academic performance among Chinese adolescents. Methods: Self-reported weight and height were collected from adolescents (n = 10,279) each year from seventh grade (baseline, 2013-2014) to ninth grade (2015-2016). Academic performance included standardized scores on math, Chinese, and English examinations and responses to a school-life experience scale. Results: All adolescents with ov/ob had lower academic performance than their counterparts without overweight (β = −0.46 to −0.08; P < 0.05), except for school-life experience for boys. All adolescents with obesity had lower academic performance than their counterparts without obesity (β = −0.46 to −0.17; P < 0.01), except for English test scores for boys. Changes in weight status between grades 7 and 9 impacted academic performance at grade 9. Adolescents with ov/ob throughout grades 7 to 9 and those who developed ov/ob from normal weight had lower test scores (β = −0.80 to −0.25; P < 0.05) than those who maintained normal weight. Those who developed ov/ob after having normal weight had poorer school-life experiences (β = −0.55 to −0.25; P < 0.05). Conclusions: Ov/ob and maintaining and developing ov/ob had adverse academic impacts on adolescents. Relevant stakeholders should consider detrimental impacts of obesity on academic outcomes.

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“…It is believed that middle-class families’ expectations of educational success, which serve as an important means of class reproduction, shape their offspring’s aspirations to achieve success in their educational and career goals ( Devine, 2004 ). On the other hand, students from privileged families obtain more educational resources, and they tend to have higher academic achievement ( Bourdieu, 1986 ; Byun et al, 2012 ; Duan et al, 2018 ). It should be noted that educational resources particularly cultural capital, for middle-class students, is primarily accumulated within their families.…”

Section: Introductionmentioning

confidence: 99%

Cultural Capital as Class Strength and Gendered Educational Choices of Chinese Female Students in the United Kingdom

Zhang

Tang

2021

Front. Psychol.

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The present qualitative study analyzes how cultural capital, gender, class, and family involvement impact Chinese female students’ aspirations of studying in the United Kingdom. We investigated how these factors facilitate or limit female students’ choice of study destination, as well as choices of subject and program. Data were gathered through participant observation and semi-structured interviews in a British university. A total of 25 young Chinese female students from different subject areas took part in the semi-structured interviews. Out of those, five students are undergraduates, 11 are taught master’s students, and the other nine students are doctoral candidates. Most of the undergraduates and postgraduates are from middle-class families, while some of the Ph.D. students are from working-class families. The results of the content analysis were examined in light of gender and cultural capital theory. It was found that although there exist differences within the middle-class families regarding the possession of cultural capital, many female students from middle-class families obtained high levels of cultural capital, and these students usually internalized the idea of pursuing a place in the United Kingdom’s tertiary education system as a way of enhancing women’s competency in future job markets. Furthermore, compared with working-class students, many respondents’ choice of subject and program was highly gendered, as their families expect them to live a feminine life by choosing “appropriate” feminine subjects. Therefore, despite having the privilege to study abroad, female middle-class students’ educational choices are still constrained by gender and class.

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The Effect of Parental Involvement and Socioeconomic Status on Junior School Students’ Academic Achievement and School Behavior in China

Cited by 54 publications

References 42 publications

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Overweight and Obesity Impair Academic Performance in Adolescence: A National Cohort Study of 10,279 Adolescents in China

Cultural Capital as Class Strength and Gendered Educational Choices of Chinese Female Students in the United Kingdom

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