Parental Involvement, Children's Aspirations, and Achievement in New Immigrant Families

Autor/inn/en	Jung, Eunjoo; Zhang, Yue
Titel	Parental Involvement, Children's Aspirations, and Achievement in New Immigrant Families
Quelle	In: Journal of Educational Research, 109 (2016) 4, S.333-350 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.959112
Schlagwörter	Parent Participation; Children; Academic Aspiration; Parent Aspiration; Immigrants; Surveys; Structural Equation Models; English Language Learners; Language Proficiency; Child Development; Academic Achievement; Cognitive Development; Language Skills; Parent Child Relationship; Gender Differences; Race; Ethnicity; Instructional Design; Longitudinal Studies; Likert Scales; Achievement Tests; Factor Analysis; Correlation; Parent School Relationship; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Elternmitwirkung; Child; Kind; Kinder; Elternwille; Immigrant; Immigrantin; Immigranten; Survey; Umfrage; Befragung; Language skill; Language skills; Sprachkompetenz; Kindesentwicklung; Schulleistung; Kognitive Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Lesson concept; Lessonplan; Unterrichtsentwurf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Likert-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Faktorenanalyse; Korrelation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01