Five Important Parental Involvement Variables That Affect Young Children's Mathematical Achievements: A Comparative Study

Autor/inn/en	Alreshidi, Ahmed Mubarak; Alsharif, Khalid Mohammed; Kandeel, Refat Abdelsamad Abouelgheat
Titel	Five Important Parental Involvement Variables That Affect Young Children's Mathematical Achievements: A Comparative Study
Quelle	In: Education and Urban Society, 54 (2022) 9, S.1072-1096 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsharif, Khalid Mohammed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211048440
Schlagwörter	Mathematics Achievement; Parent Participation; Preschool Education; Arabs; Parent Role; Homework; Tutoring; Parent Background; Educational Attainment; Expectation; Achievement Tests; Elementary Secondary Education; Foreign Countries; United Arab Emirates; Bahrain; Oman; Qatar; Saudi Arabia; Morocco; Kuwait; Hong Kong; Singapore; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Pre-school education; Vorschulerziehung; Arab; Araber; Parental role; Elternrolle; Hausaufgabe; Förderkonzept; Nachhilfeunterricht; Elternhaus; Bildungsabschluss; Bildungsgut; Expectancy; Erwartung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Vereinigte Arabische Emirate; Katar; Saudi-Arabien; Marokko; Hongkong; Singapur
Abstract	Success in mathematics has been shown to increase career opportunities; thus, improving student learning in mathematics is vital for educational policymakers. This study investigated the effects of five parental involvement variables on young children's mathematical achievements in 10 countries, including seven Arab countries, and found significant effects for all of them. Students who attended pre-primary education achieved higher mathematics scores compared to those who did not. Students who had been helped with or had their homework reviewed fewer times by their parents achieved significantly higher scores than those who had been helped or checked on more frequently. Students who had not attended any extra lessons to excel over or keep up with classmates achieved significantly higher scores. Students whose parents had university degrees attained significantly better results. Finally, students whose parents had higher expectations achieved significantly better results. These results have implications to enhance students' mathematical achievements in Arab countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01