Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance

Autor/inn/en	Englund, Michelle M.; Luckner, Amy E.; Whaley, Gloria J. L.; Egeland, Byron
Titel	Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance
Quelle	In: Journal of Educational Psychology, 96 (2004) 4, S.723-730 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Parent Participation; Parent School Relationship; Mothers; Academic Achievement; Low Income Groups; Elementary School Students; Preschool Children; Parents as Teachers; Intelligence Quotient; Parent Influence + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Intelligenzquotient
Abstract	In this prospective, longitudinal study, the authors examined the relations among parental behaviors, parental expectations, and children's academic achievement. Participants were 187 low-income children and their mothers, studied from birth of the child through 3rd grade. Mothers' quality of instruction prior to school entry had significant direct effects on IQ and indirect effects on achievement in 1st and 3rd grades. Parental expectations in 3rd grade had significant direct effects on parental involvement in 3rd grade. Children's achievement in 1st grade had significant direct effects on parental involvement and expectations in 3rd grade. Parental involvement in 3rd grade had a significant direct effect on achievement in 3rd grade. Results suggest that early parenting factors are important for children's academic achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10