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1.
This prospective study tested with 272 children a structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories. Familial socioeconomic status is linked to children's career trajectories only indirectly through its effects on parents' perceived efficacy and academic aspirations. The impact of parental self-efficacy and aspirations on their children's perceived career efficacy and choice is, in turn, entirely mediated through the children's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations. Perceived occupational self-efficacy gives direction to the kinds of career pursuits children seriously consider for their life's work and those they disfavor. Children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of worklife. Analyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice. 相似文献
2.
Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning 总被引：13，自引：0，他引：13
Albert Bandura Claudio Barbaranelli Gian Vittorio Caprara Concetta Pastorelli 《Child development》1996,67(3):1206-1222
This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement. 相似文献
3.
H W Stevenson S Y Lee 《Monographs of the Society for Research in Child Development》1990,55(1-2):1-123
The major purpose of this study was to attempt to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children. The study was conducted with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan). 1,440 children (240 first graders and 240 fifth graders in each city) were selected as target subjects in the study. The children were selected from 20 classrooms at each grade in each city and constituted a representative sample of children from these classrooms. In a follow-up study, first graders were studied again when they were in the fifth grade. The children were tested with achievement tests in reading and mathematics constructed specifically for this study, the children and their mothers were interviewed, the children's teachers filled out a questionnaire, and interviews were held with the principals of the schools attended by the children. In the follow-up study, achievement tests were administered, and the children and their mothers were interviewed. Background information about the children's everyday lives revealed much greater attention to academic activities among Chinese and Japanese than among American children. Members of the three cultures differed significantly in terms of parents' interest in their child's academic achievement, involvement of the family in the child's education, standards and expectations of parents concerning their child's academic achievement, and parents' and children's beliefs about the relative influence of effort and ability on academic achievement. Whereas children's academic achievement did not appear to be a central concern of American mothers, Chinese and Japanese mothers viewed this as their child's most important pursuit. Once the child entered elementary school, Chinese and Japanese families mobilized themselves to assist the child and to provide an environment conducive to achievement. American mothers appeared to be less interested in their child's academic achievement than in the child's general cognitive development; they attempted to provide experiences that fostered cognitive growth rather than academic excellence. Chinese and Japanese mothers held higher standards for their children's achievement than American mothers and gave more realistic evaluations of their child's academic, cognitive, and personality characteristics. American mothers overestimated their child's abilities and expressed greater satisfaction with their child's accomplishments than the Chinese and Japanese mothers. In describing bases of children's academic achievement, Chinese and Japanese mothers stressed the importance of hard work to a greater degree than American mothers, and American mothers gave greater emphasis to innate ability than did Chinese and Japanese mothers. 相似文献
4.
Children’s cognitive ability and their academic achievement: the mediation effects of parental expectations 总被引：1，自引：0，他引：1
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. 相似文献
5.
Wei-Cheng Mau 《Psychology in the schools》1997,34(3):267-277
This study investigates the differences in parental influence on academic achievement of Asian immigrants, Asian Americans, and White Americans. The sample consisted of a nationally representative sample of 10th grade students obtained from the National Educational Longitudinal Study of 88, first follow-up, sponsored by the National Center for Educational Statistics. Results indicate that both Asian immigrants and Asian Americans spent significantly more time on homework and perceived higher parental educational expectation than did White American students. White American students, on the other hand, reported more parental involvement in school activities. A negative relationship between parental involvement and academic achievement was found for the Asian immigrant and Asian American students. Implications of the findings on academic achievement are discussed based on cultural perspectives. © 1997 John Wiley & Sons, Inc. 相似文献
6.
Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance 总被引：6，自引：0，他引：6
This study examined 3 familial factors—parental surveillance of homework, parental reactions to grades, and general family style—in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance. 相似文献
7.
Jin Li Yoko Yamamoto Jamison M. Kinnane Bree C. Shugarts Clarence K.K. Ho 《Child development》2019,90(2):e230-e245
Little research exists on how immigrant children develop their beliefs about school learning (BASLs) in their home and host cultures. We examined the BASLs and achievement children of Chinese immigrants’ (CCI) and European American (EA) children. We followed longitudinally 120 middle-class children from age 4 to 5, balanced for gender. Children heard two story beginnings depicting a child eager to attend school and another not. Children completed the stories and were tested for math and literacy achievement. We found seven BASLs. CCIs and EAs showed similar BASLs. Awareness of parental involvement and intellectual benefit consistently explained their achievement, with CCIs showing greater achievement. CCIs’ (but not EAs’) valuation of learning explained their net academic growth. Implications on CCIs’ development are discussed. 相似文献
8.
We study the relationship between parental job loss and children's academic achievement using data on job loss and grade retention from the 1996, 2001, and 2004 panels of the Survey of Income and Program Participation. We find that a parental job loss increases the probability of children's grade retention by 0.8 percentage points, or around 15%. After conditioning on child fixed effects, there is no evidence of significantly increased grade retention prior to the job loss, suggesting a causal link running from the parental employment shock to children's academic difficulties. 相似文献
9.
Studies on children of immigrants have generally ignored distinct developmental trajectories during adolescence and their role in the transition to adulthood. This study identifies distinct trajectories in cognitive, sociobehavioral, and psychological domains and estimates their consequences for young adults. Drawing data from a nationally representative sample of 10,795 adolescents aged 13-17 who were followed up to ages 25-32, the study uses growth mixture modeling to test advantages for children of immigrants. The analysis shows a 1.5-generation advantage in academic achievement and school engagement, as well as a weaker second-generation advantage in academic achievement, but no disadvantage in depression for children of immigrants. In addition, these results hold for children of Hispanic origin. Theoretical and policy implications are discussed. 相似文献
10.
This research examined attitudes about early academic experiences as well as parental warmth in mothers and fathers of preschool children. Additionally, the relationship of parental altitudes and parental warmth to child academic skills and self-perceptions of competence was investigated. In a sample of 48 middle class preschoolers, fathers had significantly higher expectations in three skill domains (Academic, Athletic, and Artistic), but they did not differ from mothers in attitude regarding Social and Compliance domains. No significant differences emerged between mothers and fathers in their levels of warmth. Parental warmth was not significantly correlated with parental attitudes about early academics, and neither academic attitudes nor warmth predicted child achievement on an Academic Skills Inventory. However, high correlations were found between maternal and paternal warmth and children's self-perceptions on the Harter and Pike Pictorial Scale of Perceived Competence and Social Acceptance, highlighting the strong relationship between parental warmth and child self-efficacy. 相似文献
11.
Parental Involvement and Students' Academic Achievement: A Meta-Analysis 总被引：11，自引：0，他引：11
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies. 相似文献
12.
This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R. 相似文献
13.
Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement. 相似文献
14.
Effects of the peer group on the development of social functioning and academic achievement: a longitudinal study in Chinese children 总被引：1，自引：0，他引：1
This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel structural equation modeling revealed that group academic performance made direct contributions to children's social development. Group academic performance also moderated the individual-level relations between academic performance and later social functioning. Whereas high-achieving groups strengthened the positive relations between academic achievement and social competence, low-achieving groups facilitated the negative relations between academic achievement and social problems. The results indicate the significance of the peer group for social functioning from a developmental perspective. 相似文献
15.
The purpose of the longitudinal study was to investigate the prediction of children's academic achievement on the basis of cognitive tasks given prior to kindergarten, and academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement. Subjects were tested initially before entering kindergarten; from 105 to 154 of the 255 kindergarten children were followed through grades 1, 2, 3, 5, and 10. A subset of cognitive tasks maintained a high relation to high school achievement scores, especially in reading. Tenth-grade self-concept of ability, expectancy for success, value of success, and perception of task difficulty showed effects of sex and academic content area, with boys generally being more favorable toward math and girls more favorable toward reading. Children's attitudes were related both to mothers' earlier ratings of their children's cognitive abilities and actual achievement scores; this was especially the case for girls. There was a negative relation between mothers' ratings and girls' attitudes toward mathematics. Sex differences in all measures throughout the 11-year period are reviewed. 相似文献
16.
School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education. 相似文献
17.
Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
18.
In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research. 相似文献
19.
This study examined the effects of parental acceptance, psychological control, and behavioral control on children??s school adjustment and academic achievement, as well as the possible mediation effect of children??s self-regulation in those processes. To do so, we examined 388 upper-level elementary school students (mean age?=?11.38?years) in South Korea. In addition, the study examined whether the influences of parental psychological and behavioral control on children??s school outcomes were consistent between Western and East Asian cultures. Children reported on perceived parental acceptance, psychological control, behavioral control, self-regulation, and their own school adjustment and academic achievement. The results showed that parental acceptance, psychological control, and behavioral control were not directly related to children??s school outcomes. Parental acceptance and behavioral control indirectly influenced the children??s school outcomes but were mediated by the children??s self-regulation. However, the mediation effect of self-regulation between psychological control and children??s school outcomes was not statistically significant. These results suggested that children??s self-regulation plays a more significant role vis-à-vis children??s school outcomes than the direct effects of parenting and that parental psychological control did not have a negative effect on South Korean children??s school outcomes. 相似文献
20.
This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects (reading, English and mathematics). We conducted structural equation modelling analysis with the responses of 6,334 students from the Korean Education Longitudinal Survey. Our results were that first, academic self-efficacy partially mediated the relation between parental involvement and academic achievement. Specifically, domain-specific self-efficacy mediated the relations between parental involvement and academic achievement across three academic subjects (reading, English and mathematics), but these relations varied across subjects. Second, among multidimensions of parental involvement, parental participation and parental supervision had significant effects on adolescent academic achievement compared to parental expectation. This indicates that higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which in turn, improved their academic achievement. 相似文献