Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents' Subjective Social Mobility

Autor/inn/en	Zhang, Feng; Jiang, Ying; Huang, Silin; Ming, Hua; Ren, Yi; Wang, Lei
Titel	Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents' Subjective Social Mobility
Quelle	In: Journal of Early Adolescence, 41 (2021) 9, S.1425-1454 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Feng) ORCID (Jiang, Ying) ORCID (Ming, Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316211002254
Schlagwörter	Socioeconomic Status; Parent Participation; Academic Achievement; Social Mobility; Predictor Variables; Foreign Countries; Mathematics Achievement; Parent Background; Educational Attainment; Middle School Students; Elementary School Students; Structural Equation Models; Factor Analysis; China + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Schulleistung; Soziale Mobilität; Prädiktor; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternhaus; Bildungsabschluss; Bildungsgut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Faktorenanalyse
Abstract	The correlations between a low family socioeconomic status (SES) and adolescents' poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated with adolescents' academic achievement are not well understood. Therefore, this study examined the mediating roles of different types of parental involvement (i.e., parental school-based involvement, academic socialization, and home-based involvement) and the moderating role of adolescents' subjective social mobility in the relationships between family SES and academic achievement by using multisource data. The valid sample consisted of 842 adolescents (x-bar [superscript age] = 12.28 years, 40.97% girls) who were recruited from five township public schools in China. The results indicated that all three types of parental involvement partially mediated the relationships between family SES and adolescents' Chinese and math achievement; parental school-based involvement had the strongest mediating effects, followed by academic socialization, and home-based involvement had the lowest mediating effects. Moreover, the path from parental home-based involvement to Chinese achievement in the mediation model was moderated by the adolescents' subjective social mobility. In conclusion, parental involvement is an important mediating mechanism through which a low family SES impedes adolescents' academic achievement, and adolescents' subjective social mobility can play a buffering role in the relationship between parental home-based involvement and Chinese achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01