The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment
The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment
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DOI：
10.1037/0893-3200.19.2.294
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发表时间：
2005-06-01
影响因子：
2.7
通讯作者：
Davis-Kean, PE
中科院分区：
文献类型：
--
作者：
Davis-Kean, PE
这项研究研究了社会经济地位（特别是父母的教育和收入）如何间接地与孩子通过父母的信念和行为的学业成就有关的过程。该研究使用了来自国家儿童的国家横断面研究的数据。受试者是868个8-12岁的孩子，在性别（436名女性，433名男性）中大约平均分配。该样本为49％的非西班牙裔美国人和47％的非裔美国人。作者使用结构方程建模技术，发现社会经济因素通过父母的信念和行为间接与孩子的学业成就有关，但是这些关系的过程与种族群体不同。在看学龄儿童时，父母多年的教育也是在政策和研究中考虑的重要社会经济因素。
This study examined the process of how socioeconomic status, specifically parents' education and income, indirectly relates to children's academic achievement through parents' beliefs and behaviors. Data from a national, cross-sectional study of children were used for this study. The subjects were 868 8-12-year-olds, divided approximately equally across gender (436 females, 433 males). This sample was 49 % non-Hispanic European American and 47 % African American. Using structural equation modeling techniques, the author found that the socioeconomic factors were related indirectly to children's academic achievement through parents' beliefs and behaviors but that the process of these relations was different by racial group. Parents' years of schooling also was found to be an important socioeconomic factor to take into consideration in both policy and research when looking at school-age children.