Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China

Autor/inn/en	Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
Titel	Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.309-320 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037458
Schlagwörter	Longitudinal Studies; Parent Participation; Asians; North Americans; Prediction; Academic Achievement; Cross Cultural Studies; Values; Foreign Countries; Parent Attitudes; Parent Child Relationship; Grade 7; Grade 8; Student Attitudes; Academic Ability; Academic Records; Socialization; Correlation; Parent Aspiration; Learning Strategies; Metacognition; Grades (Scholastic); Factor Analysis; Structural Equation Models; Questionnaires; China; Illinois + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Asian; Asiat; Asiatin; Asiaten; Asiate; Vorhersage; Schulleistung; Cultural comparison; Kulturvergleich; Wertbegriff; Ausland; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Socialisation; Sozialisation; Korrelation; Elternwille; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Faktorenanalyse; Fragebogen
Abstract	This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents place on school achievement as well as the value they themselves place on it. Children's academic functioning was assessed via children's reports and school records. Value development partially explained the effects of parents' involvement on children's academic functioning in the United States and China. For example, the more children reported their parents as involved, the more they perceived them as placing value on achievement 6 months later; such perceptions in turn predicted the subsequent value children placed on achievement, which foreshadowed enhanced grades. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01