Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital

Autor/in	Eng, Sothy
Titel	Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital
Quelle	In: Journal of Early Adolescence, 33 (2013) 3, S.378-403 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431612441069
Schlagwörter	Academic Achievement; Social Capital; Role Perception; Adolescents; Foreign Countries; Beliefs; Parent Participation; Parent Child Relationship; Gender Differences; Parent Attitudes; Parent Aspiration; Grade 5; Grade 6; Interviews; Socioeconomic Status; Multiple Regression Analysis; Least Squares Statistics; Cambodia + Suchen Sie Ihr Suchwort? Schulleistung; Sozialkapital; Role conception; Rollenverständnis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Belief; Glaube; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Elternverhalten; Elternwille; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Socio-economic status; Sozioökonomischer Status; Kambodscha
Abstract	This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because resources are created as a result of the children's recognizing the value their parents place on education. Samples included 202 parent-child dyads. Results showed that greater students' academic achievement was predicted by lower parents' fatalistic beliefs and longer length of residence. Parents' gender role attitudes indirectly predicted academic achievement via extra class hours for only girls. However, parents' academic involvement and aspirations often associated with academic achievement among children in North America were not similarly associated in this study, raising the question of cultural specificity of these variables in other places in the world. The results suggest the importance of studying child development in specific cultural contexts. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10