Children's Cognitive Ability and Their Academic Achievement: The Mediation Effects of Parental Expectations

Autor/inn/en	Phillipson, Sivanes; Phillipson, Shane N.
Titel	Children's Cognitive Ability and Their Academic Achievement: The Mediation Effects of Parental Expectations
Quelle	In: Asia Pacific Education Review, 13 (2012) 3, S.495-508 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-011-9198-1
Schlagwörter	Academic Achievement; Cognitive Ability; Foreign Countries; Structural Equation Models; Parent Participation; School Involvement; Parent School Relationship; Parent Aspiration; Prediction; Asians; Elementary School Students; Scores; Intelligence Quotient; English (Second Language); Second Language Learning; Mathematics Achievement; Chinese; Parent Child Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Ausland; Elternmitwirkung; Schulmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternwille; Vorhersage; Asian; Asiat; Asiatin; Asiaten; Asiate; Intelligenzquotient; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; China; Chinesen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hongkong
Abstract	It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children's academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors have been proposed, the mediation effects of parental expectations on their children's cognitive ability in predicting academic achievement are yet to be established. Data from 780 students from one primary school in Hong Kong and their parents were used to generate structural equation models to test the hypothesis that parental affective factors, as indicated by parental home and school involvement, parental beliefs of their children's ability and parental expectations of their children's academic scores, mediate the effects of student IQ score in predicting school achievement in English, Chinese and Mathematics. The results support the hypothesis that parents help their children to actualize their cognitive ability by directly communicating their academic expectations to their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10