共查询到20条相似文献，搜索用时 31 毫秒
1.
Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
2.
Maternal psychological functioning and children's school readiness: The mediating role of home environments for African American children 总被引：2，自引：0，他引：2
Decades of educational research has documented an achievement gap in kindergarten reading and math achievement between African American children and their European American counterparts. Research has also shown that specific parenting practices (e.g., home literacy involvement) have the potential to narrow school readiness gaps by at least half. The current study examined whether and how maternal depression and parenting stress may influence specific parenting practices, as well as whether maternal warmth, home learning stimulation and cultural socialization mediated the relation between maternal depression, parenting stress, and children's kindergarten reading and math achievement. Path analyses revealed a direct negative effect of maternal depression and parenting stress on maternal warmth, home learning stimulation, and cultural socialization. Home learning stimulation emerged as an important mediator between maternal parenting stress and math achievement. Further, maternal warmth mediated the relation between maternal depression and reading achievement. Implications for early childhood research, practice and policy are discussed. 相似文献
3.
Kevin Marjoribanks 《Educational studies》1996,22(1):3-11
The study investigated relationships between the dimensions of a parenting model and children's school outcomes. Also, a bioecological model was examined which proposes that proximal parenting processes have the general effect of mediating relationships between distal social contexts and children's outcomes, while advantageous individual characteristics enhance associations between proximal family processes and children's characteristics. Data were collected from 900 (460 boys, 440 girls) 11 year‐old Australian children and their parents. The findings suggest that: (a) a parenting model defined by parents’ aspirations, parenting practices, and parenting style has modest to moderate concurrent validity in relation to children's academic achievement and school attitudes, (b) the proximal processes of the parenting model mediate substantially the relationships between family social status and children's academic achievement but not the associations between intellectual ability and outcomes; and (c) there are sex‐group differences in the nature of the relationships between the dimensions of the parenting model and children's school outcomes. 相似文献
4.
Patricia Simone Hammes Marc Bigras Maria Aparecida Crepaldi 《International Journal of Research & Method in Education》2016,39(1):3-18
We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety. 相似文献
5.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools. 相似文献
6.
《The Journal of educational research》2012,105(2):138-140
ABSTRACT The authors examined school readiness from the parental perspective, focusing on parents’ efforts and expectations for kindergarten in conjunction with their child's academic development. Using self-reported survey data from two waves of the National Household Education Surveys, the authors tested for changes in school readiness between 1993 and 2007 and related these changes to the expansion of preschool enrollment. Over the 14-year period, there was a significant increase in parental reports of child development and a heightened set of expectations for what parents viewed as essential for entry into kindergarten, but results indicated only modest changes in parent effort. Preschool enrollment was strongly associated with child development, and although preschool has expanded, the association was stronger in the more recent period. Preschool enrollment did not displace parental effort—they were moderately positively correlated—nor did it appear to play a strong role in shaping parental expectations of kindergarten readiness. 相似文献
7.
8.
Denise H. Daniels 《Psychology in the schools》2014,51(3):256-272
Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short‐term longitudinal study examined children's affective orientations and other school‐related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities. 相似文献
9.
This study examines the prevalence of home–school match in childrearing beliefs and socialization practices (control and support) and their relation to ethnicity and readiness skills of children (n = 310) making the transition from publicly sponsored Pre-k to kindergarten. Home–school match was operationalized both as a continuous absolute measure and as categories of match or mismatch. Overall, home–school match was more prevalent than mismatch. However, the results corroborate previous ethnographic studies showing higher rates of home–school mismatch among African Americans and Latinos than Euro Americans. Controlling for race and socio-economic status, parents’ beliefs and practices predicted readiness but teachers’ did not. Absolute indicators of home–school differences were not related to kindergarten readiness. Directional indicators revealed that children attained greater skills when parents and teachers matched on child-centered beliefs, low control, and high support. Contrary to the cultural match hypothesis, home–school mismatch was associated with better outcomes than match in the case of adult-centered beliefs, control, and low support. 相似文献
10.
Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献
11.
《The Journal of educational research》2012,105(2):152-162
ABSTRACT The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores. 相似文献
12.
Jennifer LoCasale-Crouch Andrew J. MashburnJason T. Downer Robert C. Pianta 《Early childhood research quarterly》2008
This study describes pre-kindergarten teachers’ use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers’ judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten classrooms participating in the National Center for Early Development and Learning's (NCEDL) Multi-State Pre-kindergarten Study. Of nine transition practices intended to promote children's adaptation to kindergarten, pre-kindergarten teachers reported implementing, on average, six transition practices, with notable variation across pre-kindergarten classrooms. Children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and, specifically, in which teachers discussed curricula or specific children with kindergarten teachers. In addition, positive associations between kindergarten teachers’ perceptions of children's social competence and pre-kindergarten transition activities (total number of activities and activities that children experience directly) were stronger for children who experienced social and economic risks. Implications of these findings related to alignment across the pre-kindergarten to kindergarten settings to improve children's school readiness are discussed. 相似文献
13.
This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success. 相似文献
14.
This research examined why parents’ involvement in youth’s learning varies as youth progress through school. 3074 Chinese youths (M age = 13.89 years) in elementary, middle, and high school and their parents reported on parents’ homework assistance and academic socialization. Youth and parents also reported on potential mechanisms underlying variation in these two types of involvement over the school years. Parents’ homework assistance and academic socialization were both higher in elementary than middle school in which they were higher than high school. Youth’s invitations for involvement, along with parents’ involvement role beliefs, involvement self-efficacy, and perceived involvement norms contributed to the tendency for the two types of involvement to be higher in elementary than middle school. Only youth’s invitations and parents’ perceived norms contributed to the tendency for the two to be higher in middle than high school. 相似文献
15.
There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT. 相似文献
16.
Susan M. Sheridan Natalie A. Koziol Brandy L. Clarke Kristin M. Rispoli Michael J. Coutts 《Early education and development》2014,25(7):1057-1082
Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families. 相似文献
17.
The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement. Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs. Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement. 相似文献
18.
Relations Among Cultural Learning Beliefs,Self‐Regulated Learning,and Academic Achievement for Low‐Income Chinese American Adolescents 
下载免费PDF全文
下载免费PDF全文 This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement. 相似文献
19.
《Early education and development》2013,24(2):131-146
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the ‘day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献
20.
Jaelyn Farris PhD Jennifer E. Burke Lefever John G. Borkowski Thomas L. Whitman 《Early education and development》2013,24(3):346-365
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study. 相似文献