Why Attend School? Chinese Immigrant and European American Preschoolers' Views and Outcomes

Autor/inn/en	Li, Jin; Yamamoto, Yoko; Luo, Lily; Batchelor, Andrea K.; Bresnahan, Richard M.
Titel	Why Attend School? Chinese Immigrant and European American Preschoolers' Views and Outcomes
Quelle	In: Developmental Psychology, 46 (2010) 6, S.1637-1650 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0019926
Schlagwörter	Verbal Ability; Immigrants; Chinese Americans; Whites; Preschool Children; Student Attitudes; Academic Achievement; Socioeconomic Status; Low Income; Cultural Influences; Middle Class; Cultural Differences; Parent Aspiration; Expectation; Self Concept; Compliance (Psychology); Scores; Oral Language; Reading Achievement; Mathematics Achievement; Prediction + Suchen Sie Ihr Suchwort? Mündliche Leistung; Immigrant; Immigrantin; Immigranten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Schulleistung; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Cultural influence; Kultureinfluss; Mittelschicht; Kultureller Unterschied; Elternwille; Expectancy; Erwartung; Selbstkonzept; Oral interpretation; Mündlicher Sprachgebrauch; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage
Abstract	The developing views of the purposes of school learning (PSLs) and related achievement among immigrant Chinese preschoolers and their European American (EA) age-mates were examined. Both culture and socioeconomic status (SES) were considered simultaneously, an often neglected research approach to studying Asian children. One hundred and fifty 4-year-olds--50 each of middle-class Chinese (CHM), low-income Chinese (CHL), and EA children--completed 2 story beginnings about school and were also tested for their language and math achievement. Results showed that 4-year-olds held sophisticated PSLs, ranging from intellectual to social and affect benefits. Large cultural and SES differences also emerged. CHM children mentioned more adult expectation and seriousness of learning than EA children who expressed more positive affect for self and compliance with adults. CHL children mentioned fewest PSLs. Achievement scores for oral expression of both immigrant groups were significantly lower than those of EA children despite similar reading and math achievement. Controlling for culture and SES, the authors found that children's articulated intellectual, but not other purposes, uniquely predicted their achievement in all tested domains. Cultural and SES influences on immigrant children are discussed. (Contains 4 tables, 1 figure, and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10