Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model.
Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model.
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DOI：
10.1016/j.lindif.2016.01.001
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发表时间：
2016-04-01
影响因子：
3.6
通讯作者：
Hofferth SL
中科院分区：
文献类型：
--
作者：
Moon UJ;Hofferth SL
移民儿童在小学表现上的性别差异尚未得到很好的记录。这项研究考察了父母参与、子女努力、家庭特征和资源方面的差异如何影响移民男孩和女孩从幼儿园到五年级的学业成就。研究样本取自幼儿纵向研究-幼儿园队列。使用潜在分数增长模型，这项研究发现，在小学早期，父母的参与对男孩的阅读和数学技能都有好处，但对女孩却没有同样的好处。对于男孩和女孩来说，孩子们在阅读上的努力似乎与幼儿园更好的阅读和数学技能以及随后的年级之间的进步密切相关。对于男孩来说，父母的参与和孩子的努力与考试成绩的正相关性在早年比在晚年更大，而对于女孩来说，随着时间的推移，这种联系没有差异。
Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys’-and girls’ academic achievement from kindergarten through 5th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents’ involvement at home benefited boys’ reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child’s effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls.