Parental Involvement and Low-SES Children's Academic Achievement in Early Elementary School: New Evidence from Chile

Autor/inn/en	Gubbins, Verónica; Otero, Gabriel
Titel	Parental Involvement and Low-SES Children's Academic Achievement in Early Elementary School: New Evidence from Chile
Quelle	In: Educational Studies, 46 (2020) 5, S.548-569 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gubbins, Verónica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1620691
Schlagwörter	Low Income Groups; Family Income; School Choice; Parent Participation; Self Efficacy; Academic Achievement; Mathematics Achievement; Foreign Countries; Grade 3; Elementary School Students; Parent Aspiration; Correlation; Disadvantaged Schools; Family Environment; Case Studies; Grades (Scholastic); Language Arts; Chile + Suchen Sie Ihr Suchwort? Familieneinkommen; Choice of school; Schulwahl; Elternmitwirkung; Self-efficacy; Selbstwirksamkeit; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Elternwille; Korrelation; Familienmilieu; Case study; Fallstudie; Case Study; Notenspiegel; Sprachkultur
Abstract	Is parental involvement a relevant factor in explaining academic performance in the most disadvantaged socioeconomic contexts? This article examines the effect of parental involvement on the Language and Mathematics performance of third grade students attending low-SES schools in Santiago de Chile. Multilevel linear regression models are used (individuals and school) along with variables related to academic performance. Results show that parents' educational expectations and perceived self-efficacy have a positive and significant effect on academic performance in Language and Mathematics. Parental involvement practices at home only affect performance in Language, although this finding is not conclusive. Estimates revealed that involvement practices at school are not statistically significant. The implications of these results are discussed considering their context: a country with the highest levels of family income inequality and one of the most segregated school choice models in the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01