A cross-cultural exploration of parental involvement and child-rearing beliefs in Asian cultures

Frewen, Amie; Chew, Esyin; Carter, M.; Chunn, Jennifer; Jotanovic, D.

doi:10.1080/09575146.2014.956294

Cited by 20 publications

(8 citation statements)

References 31 publications

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“…In conclusion, cultural values, beliefs, and norms provide a basis for families to value education, have high expectations and performance standards for schooling, and believe in the importance of hard work and effort, and henceforth can predict the use of educational resources in influencing children’s academic outcomes (Bhalla & Weiss, 2010; Frewen, Chew, Carter, Chunn, & Jotanovic, 2015; Panelo, 2010; S. Phillipson & Phillipson, 2007, 2012).…”

Section: Educational Mind-setmentioning

confidence: 99%

Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children’s Numeracy Outcomes

Phillipson

Kewalramani

2018

Journal for the Education of the Gifted

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This article explored the variability of parental educational mind-sets among Australian parents toward the accessible educational and learning capitals that may affect their children's educational achievement. The participants (N = 1,917) responded to the Family Educational and Learning Capitals Questionnaire as well as their ethnic identity. Parents also reported their children's numeracy scores in a standardized test of achievement. Six major groups were adequate for statistical analysis, including Australians, British, Chinese, Indian, Other Asian, and Other European. A multiple comparison analysis was performed on the responses by parents from the six ethnic groups to examine the differences in parent responses to access to capitals. Controlled for ethnic groups, stepwise regression analysis showed which capitals predicted numeracy achievement of their children. The results indicated that within this sample of Australian parents, there is variability across different ethnic groups in what is considered important in their children's educational achievement and this variability is associated with differences in numeracy outcomes.

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Section: Educational Mind-setmentioning

confidence: 99%

Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children’s Numeracy Outcomes

Phillipson

Kewalramani

2018

Journal for the Education of the Gifted

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“…Therefore, both personal characteristics and external environment can be influential factors in sense of place ( Steele, 1981 ; Kaltenborn, 1998 ; De Bres and Davis, 2001 ; Stedman, 2002 ; Ortiz et al, 2004 ; Williams and Kitchen, 2012 ; Eanes et al, 2018 ; Hu and Chen, 2018 ; Rast, 2018 ; Sheybani and Poursoleiman Amiri, 2018 ). The family, which plays an important role for the individual, both acts as the environment and leads to differences in other factors ( Evans and English, 2002 ; Ackerman et al, 2004 ; Frewen et al, 2015 ; Wang and Huang, 2021 ). In general, individuals with superior family capital are more likely to have a positive emotional response to a given environment.…”

Section: Discussionmentioning

confidence: 99%

“…In daily life, families with higher SES have more resources to help with personal development ( Matthews and Gallo, 2011 ; Frewen et al, 2015 ; Wang and Huang, 2021 ). For example, families with high levels of cultural capital are more likely to pay for remedial education for their children ( Southgate, 2013 ).…”

Section: Theoretical Basis and Hypothesismentioning

confidence: 99%

The mediating effect of geospatial thinking on the relationship between family capital and sense of place

Zhang

Liang²,

Su³

et al. 2022

Front. Psychol.

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Few studies have examined how family capital affects the sense of place, and the effect of spatial thinking on the relationship between the two is unclear. This study constructs a mediation model to examine the impact of family capital on sense of place and the mediation effect of geospatial thinking. A total of 1,004 upper-secondary-school students were surveyed using the Family Capital Questionnaire, the Geospatial Thinking Test, and the Sense of Place Scale. The correlation analysis showed that family capital has a positive effect on both sense of place and geospatial thinking. Moreover, there is also a significant positive correlation between geospatial thinking and sense of place. The results of mediation analysis indicated that geospatial thinking plays mediating and buffering roles in the relationship between family capital and sense of place after controlling for gender and residential address. The direct and indirect effects accounted for 73.31 and 26.69% of the total effect, respectively. Specifically, family capital is a significant positive predictor of both sense of place and geospatial thinking, and geospatial thinking partially mediates the relationship between family capital and sense of place. Students from better family backgrounds are more likely to have a better geospatial thinking and sense of place, as well as geospatial thinking promotes the development of a sense of place. Therefore, both family capital and geospatial thinking should be considered when we want to examine and develop individuals’ level of sense of place.

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“…In the survey as well, 71.8% of teacher participants indicated that they involve parents from at least a moderate amount to 'a great deal' when planning and implementing the curriculum. The exact forms of parental involvement appears varied based on interview findings and ranged from parents attending workshops and events that their children were engaged in to parents providing feedback and working with teachers to support the child's learning experience as in home-school projects (Bush, Eisenhower, Cohen, & Blacher, 2017;Frewen, Chew, Carter, Chunn, & Jotanovic, 2015).…”

Section: Collaborative Partnershipsmentioning

confidence: 99%

A Dialectical Perspective to Research Paradigms in Curriculum Enactment

Ong¹

2020

Preprint

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A cross-cultural exploration of parental involvement and child-rearing beliefs in Asian cultures

Cited by 20 publications

References 31 publications

Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children’s Numeracy Outcomes

Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children’s Numeracy Outcomes

The mediating effect of geospatial thinking on the relationship between family capital and sense of place

A Dialectical Perspective to Research Paradigms in Curriculum Enactment

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