Parental involvement and academic achievement among elementary and middle school students
Parental involvement and academic achievement among elementary and middle school students
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中小学生家长参与与学业成绩
DOI：
10.1007/s12564-019-09614-z
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发表时间：
2020
影响因子：
2.3
通讯作者：
Midori Otani
中科院分区：
文献类型：
--
作者：
KITAYAMA;Yuka;Yuka Kitayama;Yuka Kitayama;Midori Otani
本研究根据三个标准调查了家长参与与学业成绩之间的关联：学校水平（小学和初中）、性别（男性和女性）和学科（数学和科学）。此外，它还考察了学生对某一学科的态度和他们的学术抱负是否会调节这种关系。分析中使用了来自 2011 年国际数学和科学研究趋势研究的日本中小学生全国代表性样本（来自 140 所学校的 1884 名四年级女生、来自 139 所学校的 1849 名四年级男生、来自 133 所学校的 1812 名八年级女生和来自 131 所学校的 1789 名八年级男生）。结果表明，家长的参与与学生的教育成果有关。学生的态度和愿望调节父母参与和学业成绩之间的联系。特别是，在小学和中学，家长监督参与与成绩之间存在不同的关联。
This study investigates the associations between parental involvement and academic achievement across three criteria: school level (elementary and middle school), gender (male and female) and subject (mathematics and science). Additionally, it examines whether students’ attitudes towards a subject and their academic aspirations mediate this relationship. A nationally representative sample of elementary and middle school children in Japan (1884 female fourth-grade students from 140 schools, 1849 male fourth-grade students from 139 schools, 1812 female eighth-grade students from 133 schools and 1789 male eighth-grade students from 131 schools) from the Trends in International Mathematics and Science Study 2011 was used for the analysis. The results show that parental involvement is associated with students’ educational outcomes. Students’ attitudes and aspirations mediate the associations between parental involvement and academic achievement. In particular, different associations between parental monitoring involvement and achievement are found for elementary and middle school.