Determinants of Parental Involvement in Early Schooling: Evidence from Japan

Autor/inn/en	Holloway, Susan D.; Yamamoto, Yoko; Suzuki, Sawako; Mindnich, Jessica D.
Titel	Determinants of Parental Involvement in Early Schooling: Evidence from Japan
Quelle	In: Early Childhood Research & Practice, 10 (2008) 1, (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Occupational Aspiration; Mothers; Family Income; Self Efficacy; Family Size; Parent Participation; Child Rearing; Parent School Relationship; Foreign Countries; Psychological Patterns; Demography; Educational Attainment; Parent Influence; Parent Attitudes; Grade 2; Elementary School Students; Academic Aspiration; Family Environment; Gender Differences; Employment Level; Japan + Suchen Sie Ihr Suchwort? Berufsneigung; Berufsziel; Mother; Mutter; Familieneinkommen; Self-efficacy; Selbstwirksamkeit; Familiengröße; Elternmitwirkung; Kindererziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Demografie; Bildungsabschluss; Bildungsgut; Elternverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Familienmilieu; Geschlechterkonflikt; Beschäftigungsgrad
Abstract	This study examined how demographic and psychological factors shape the involvement of Japanese mothers in their children's education. The five demographic variables studied were family income, maternal education, family size, mothers' employment status, and sex of the child. Three forms of parental cognition were also studied: mothers' aspirations for their children, parenting self-efficacy, and perceptions of the school. Survey data were obtained from 97 Japanese mothers with a second-grade child. Multiple regression analyses indicated that mothers' aspirations concerning their children's occupational future were associated with monitoring homework and communicating with the teacher, as well as with financial investment in supplementary lessons. Parenting self-efficacy was negatively related to investment in supplementary lessons but positively related to engaging in cognitive stimulation at home. Mothers who perceived the school as supportive and open to communication were more likely to engage in all three forms of parental involvement. More highly educated and wealthier mothers with fewer children reported investing to a greater extent in supplementary lessons. Mothers' work status was not associated with any of the outcomes, nor was sex of the child. Survey findings were further illuminated with excerpts from in-depth interviews. (Contains 2 tables.) (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10