Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance
Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance
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DOI：
10.1037/0022-0663.96.4.723
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发表时间：
2004-12-01
影响因子：
4.9
通讯作者：
Egeland, B
中科院分区：
文献类型：
--
作者：
Englund, MM;Luckner, AE;Egeland, B
在这项前瞻性的纵向研究中，作者考察了父母行为、父母期望和儿童学业成就之间的关系。参与者是187名低收入儿童和他们的母亲，从孩子出生到三年级进行研究。母亲入学前的教学质量对智商有显着的直接影响，对一年级和三年级的成绩有间接影响。三年级的父母期望对三年级的父母参与有显著的直接影响。儿童一年级的学习成绩对三年级的父母参与和期望有显著的直接影响。三年级的父母参与对三年级的成绩有显着的直接影响。结果表明，早期的父母因素是重要的儿童的学业成就。
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.