Two dimensions of parental involvement: What affects parental involvement in dual language immersion?
Two dimensions of parental involvement: What affects parental involvement in dual language immersion?
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DOI：
10.1080/15235882.2017.1306598
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发表时间：
2017-01-01
影响因子：
1.6
通讯作者：
Ee, Jongyeon
中科院分区：
文献类型：
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作者：
Ee, Jongyeon
本文从社会资本理论的角度研究了父母对韩国双向沉浸式（TWI）项目的参与情况。本研究通过分析 7 所小学 454 名学生家长的数据，探讨了家长人口特征和家长相关变量对家长参与的影响程度；这些学校的大多数家长和学生来自具有不同语言和文化价值观的移民家庭。研究结果揭示了家长参与活动的两个维度：家长之间关于孩子教育的个人互动和家长在学校的参与。一系列回归分析的结果表明，社会资本相关特征对家长学校参与度的影响不大。家长互动和参与是正相关的；积极的学校环境是预测家长参与的另一个重要因素。该研究的结果提供了有关 TWI 中父母做法的经验证据的见解，并呼吁进行讨论和进一步研究。
This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents' demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary schools; the majority of parents and students in these schools are from immigrant families with different linguistic and cultural values. The findings reveal two dimensions of parental involvement activities: personal interactions among parents regarding their children's education and parental participation in school. The results of a series of regression analyses indicate that the impact of social capital-related features on parental school engagement is modest. Parental interaction and participation are positively associated with each other; positive school environment is another salient factor in predicting parental involvement. The study's findings provide insights regarding empirical evidence on parental practices in TWI and call for discussions and further research.