The Influence of Parental Educational Involvement in Early Childhood on 4th Grade Students' Mathematics Achievement

Autor/inn/en	Cui, Yiran; Zhang, Danhui; Leung, Frederick K. S.
Titel	The Influence of Parental Educational Involvement in Early Childhood on 4th Grade Students' Mathematics Achievement
Quelle	In: Early Education and Development, 32 (2021) 1, S.113-133 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1677131
Schlagwörter	Parent Participation; Parent Influence; Parent Attitudes; Elementary School Students; Grade 4; Children; Mathematics Achievement; Student Interests; Socioeconomic Status; Gender Differences; Immigrants; Correlation; Family Environment; Foreign Countries; Achievement Tests; Mathematics Tests; International Assessment; Early Experience; Singapore; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elternverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studieninteresse; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Korrelation; Familienmilieu; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühbeginn; Singapur; Hongkong
Abstract	Research Findings: This study employed data from the TIMSS 2015 survey to investigate whether parental educational involvement behaviour in early childhood and parental attitudes towards education can enhance children's mathematics achievement in the 4th grade via influencing children's learning interests. Samples from Singapore (N=6237) and Hong Kong (N=3316), which share similar cultural backgrounds, and students demonstrating outstanding mathematical performance were selected to examine whether a hypothesized model fit the data. The overall model fit was found good. As hypothesized, after controlling for gender, immigration status, and family learning resources variables, both parental involvement in learning activities and parental attitudes towards education had positive significant effects on children's mathematics achievement in the 4th grade. However, a variation was also discovered in terms of the influences of parental attitudes in the two samples. Practice or Policy: The current findings shed light on the importance of parents' attitudes on education and their involvement in their children's mathematics activities during early childhood. The importance of family education should be communicated thoroughly to the public, and the government should provide more support for parents to involve more in early learning activities at home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01