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Jeynes, William H.

doi:10.1023/a:1014678822410

Cited by 40 publications

(8 citation statements)

References 45 publications

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“…Further, we did not have a measure of the home language and communication environment during the primary school years, nor ongoing measures of SES. These factors have been shown to be influential beyond the early years, as family circumstances can change for many reasons (Jeynes, 2002;Toth et al, 2020). In addition to this, the sample size for the measurement of social adjustment at school entry was much lower than that for literacy skills.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson

Newbury

Durkin

et al. 2020

Oxford Review of Education

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Section: Strengths and Limitationsmentioning

confidence: 99%

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson

Newbury

Durkin

et al. 2020

Oxford Review of Education

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“…To date, however, no theory has been able to grasp the complexity of social background variables influencing student achievement (cf. Jeynes, 2002).…”

Section: Immigrant Background: Are Immigrant Parents Differently Invomentioning

confidence: 99%

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Villiger¹,

Wandeler

Niggli³

2014

International Journal of Educational Research

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Immigrant students usually report high levels of academic interest and motivation compared to their native peers. Given the important role that parents play in fostering their children's academic motivation, this article focuses on aspects of parental involvement and analyzes possible mediator effects on the students' reading motivation and achievement using structural equation modeling. The analyses were conducted with data from N = 891 Swiss fourth-graders and their families. Immigrant students received less emotional support from their parents, although the latter had significantly higher expectations for their child's reading achievement. Furthermore, the three aspects of parental involvement investigated had a significant impact on the development of reading motivation. In mediation analyses, just one of the 12 effects tested appeared to be a mediation effect. Further research is needed to explain differences in motivation between immigrant and native students.

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“…The main models were otherwise restricted to the inclusion of time-varying control variables that can be regarded as at least weakly exogenous, thereby avoiding the risk that post-treatment bias would absorb, thus obscuring the main effect. All the models isolated the relationship between education and income-variables that tend to correlate strongly with many other attitudinal and behavioral variables (Jeynes, 2002). To reduce the chance that political disposition, interest, and information consumption would determine social network configuration and levels of polarization, thereby confounding the relationship, I also included controls for ideological self-positioning, political interest, and overall information consumption from different news sources (TV, radio, newspapers, magazines, and social networks), and the strength of partisan identification in the main models.…”

Section: Controlsmentioning

confidence: 99%

Affective polarization in crosscutting communication networks: Offline and online evidence from Spain

Nordbrandt

2022

Front. Polit. Sci.

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Despite its potentially pernicious consequences for social relations and democracy, the study of affective polarization has only recently proliferated. Thus, the reasons driving this development—or its consequences—are not yet adequately understood. This article addresses the role of one specific factor frequently discussed in both academic and popular debate—namely, the role of crosscutting communication among people of different political leanings. It is a longstanding notion that crosscutting communication is crucial to overcoming the prejudice, polarization, and attitudinal biases brought on by streamlined information diets. However, there is empirical evidence to suggest that crosscutting experiences sometimes elevate polarization—especially when individuals also have access to like-minded views and when disagreement is perceived as intense. The study sheds light on the connection by testing hypotheses about the association between crosscutting communication and affective polarization in both offline and online modalities of political communication. The empirical analyses were based on panel data from the E-DEM project covering a random sample of Spanish citizens interviewed up to three times between November 2018 and May 2019—that is, the time running up to the Spanish national election in 2019. The results suggest that individuals who reported engagement in face-to-face discussions with supporters of various parties (crosscutting discussions) during this time reported significantly lower levels of affective polarization compared to engagement in discussions with co-partisans exclusively. Online crosscutting and consensual discussion experiences, however, were linked to comparable levels of anti-out-group sentiment, suggesting that concerns about the impact of online communication being different from offline communication in general—and perhaps more harmful—may be overstated. Descriptive evidence furthermore indicates that most respondents who engaged in political discussions had experiences of discussions with both co-partisans and supporters of opposing parties rather than co-partisans exclusively. Again, this was true for offline and online communication alike. Insofar as the results translate to other contexts as well, they indicate that future efforts to explain any surges in affective polarization should primarily be focused on other areas of inquiry.

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Untitled

Cited by 40 publications

References 45 publications

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Affective polarization in crosscutting communication networks: Offline and online evidence from Spain

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