Family Economic Status and Parental Involvement: Influences of Parental Expectation and Perceived Barriers

Autor/inn/en	Wang, Yiji; Deng, Ciping; Yang, Xiangdong
Titel	Family Economic Status and Parental Involvement: Influences of Parental Expectation and Perceived Barriers
Quelle	In: School Psychology International, 37 (2016) 5, S.536-553 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034316667646
Schlagwörter	Foreign Countries; Family Income; Socioeconomic Status; Parent Participation; Parent Attitudes; Expectation; Barriers; Economically Disadvantaged; Low Income Groups; Educational Attainment; Parent Child Relationship; Structural Equation Models; Mothers; Hypothesis Testing; Grade 7; Grade 8; Maximum Likelihood Statistics; Correlation; Mediation Theory; China + Suchen Sie Ihr Suchwort? Ausland; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Elternverhalten; Expectancy; Erwartung; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Hypothesenprüfung; Hypothesentest; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Mediationsverfahren
Abstract	Parental involvement in children's education is a critical factor associated with children's socio-emotional and educational outcomes. However, low parental involvement occurs more often among economically disadvantaged families. It is unclear what mechanisms may explain the association between family economic status and parents' educational involvement. Using a large low-income sample from northwestern China (N = 12,724), we examined the influence of two proximal processes in parents--expectation for children's highest educational attainment and perceived barriers to involve--in linking family economic status and the involvement of parents in children's education. We also examined whether these relations may vary by parents' level of education. Results of structural equation modeling suggested that parents' expectation and perceived barriers mediated the relationship between family economic status and parental involvement. These relations were particularly prominent among highly educated mothers. Findings elucidate proximal processes in parents and highlight the unique effects of economic status and parents' level of education in understanding the link between family economic status and parental educational involvement in Chinese families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01