A cross-cultural study of parents' academic standards and educational aspirations for their children

Dandy, Justine; Nettelbeck, Ted

doi:10.1080/0144341022000023662

Cited by 76 publications

(55 citation statements)

References 8 publications

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“…Other studies have also found that parental expectations for children's academic success, and parental involvement, are correlated with children's academic achievement (e.g., Chen & Lan, 1998;Dandy & Nettelbeck, 2002;Hao & Bonstead-Bruns, 1998;Hong & Ho, 2005;Stevenson, Lee, Chen, Lummis, et al, 1990;Stevenson & Stigler, 1992;Vollmer, 1986). These studies highlighted the need to include contextspecific factors, alongside students' ability, as predictors of achievement, as proposed by Vygotsky (1978).…”

Section: Introductionmentioning

confidence: 90%

“…Parental expectations are known to predict student achievement (Dandy & Nettelbeck, 2002;Phillipson & Phillipson, 2007;. Parents infer reasons for their children's achievement, which are then translated into expectations of academic performance (Stevenson, Lee, Chen, Lummis, et al, 1990).…”

Section: Parental Expectations and Their Involvement In Children's Scmentioning

confidence: 99%

“…(Vygotsky, 2004, p. 206) This study adopts Vygotsky's thesis as the central tenet of its argument, proposing that a child's interactions with the environment are fundamental to their development. Indeed, a review of related studies shows that students' interactions at home and at school can influence their academic achievement (Dandy & Nettelbeck, 2002;Phillipson & Phillipson, 2007;. In one of these studies, involving first-and fifth-grade students from the United States, Taiwan, and Japan, concluded that students' academic achievement is related to a number of factors including 'their intelligence, their experiences at school, and their experiences at home ' (p. 4).…”

Section: Introductionmentioning

confidence: 98%

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Context of academic achievement: lessons from Hong Kong

Phillipson¹

2009

Educational Psychology

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Section: Introductionmentioning

confidence: 90%

Section: Parental Expectations and Their Involvement In Children's Scmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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Context of academic achievement: lessons from Hong Kong

Phillipson¹

2009

Educational Psychology

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“…In contrast, idealistic aspirations entail either self-commitment or a normative expectation to reach a certain educational level (see, for this differentiation, Haller 1968;Stocké 2005a). Whereas in many cases, it is unclear whether realistic expectations or idealistic wishes are being measured (e.g., Laanan 2003), idealistic aspirations are tapped more clearly by other measures (e.g., Dandy and Nettelbeck 2002). Although idealistic wishes may be the primary source of motivational effects on educational behavior, realistic expectations will be measured as well.…”

Section: Values Social Norms and Reference Groupsmentioning

confidence: 98%

7 Social inequality and educational decisions in the life course

et al. 2011

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Research has consistently shown that social origin has exceptionally strong effects on educational outcomes in Germany. Aside from primary effects of social origin, there are especially strong secondary effects. The reasons for these differences in educational decisions when academic abilities are held constant are not clear. Several theoretical approaches claim to explain the association between social origin and educational decisions. These approaches are rational choice theory and different versions of bounded rationality, theories based on the relevance of values, social norms, and reference groups, social capital theory, and cultural capital theory. However, the necessary data for simultaneously judging the relative merits of these approaches is not yet available. In particular, there is a lack of consistent measures across all relevant educational stages over the life course. Longitudinal data would be a great advantage for determining the causal effect of the factors under consideration. At present, available data is restricted to a single educational decision and either cross-sectional or restricted to locally defined samples. Pillar 3 of the German National Educational Panel Study aims to measure the relevant factors for explaining educational decisions and inequality in educational opportunity in all relevant stages over the life course.

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“…Academic expectations was measured using the question used by Abu-Hilal (2000) which asked how far students expected to go in school, with responses ranging from (1) not finish school to (8) complete an advanced degree. This question was also combined with another question from Dandy and Nettelbeck (2002) who asked students which grades they would be satisfied receiving and if students thought they would finish high school.…”

Section: Instrumentationmentioning

confidence: 99%

Developing an Additive Risk Model for Predicting Academic Index: School Factors and Academic Achievement

Lucio¹,

Rapp-Paglicci²,

Rowe³

2010

Child Adolesc Soc Work J

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The impact of school factors on academic achievement has become an important focus for identifying, preventing, and intervening with youth at-risk for academic failure. This study was designed to develop and test a more comprehensive school factor risk index. Specifically, the relationship between cumulative grade point average (GPA) and an additive risk index (ARI) were tested and an analysis of the index is presented. School factors that been shown in previous research to impact academic achievement were tested. Those factors were included in the final risk index if they met the criteria of (1) having a correlation with GPA, (2) containing a difference in outcomes between the risk and non-risk groups, and (3) making a unique contribution to the overall index. The risk and protective factors included in the creation of the ARI were attendance, academic self-efficacy, academic expectations, grade retention, music instruction, and school behaviors. The interplay between risk and protective factors was shown to have a significant relationship with GPA.Keywords Additive risk index Á Academic achievement Á Social work Á Cumulative grade point average Á School factorsThe current status of K-12 education in the United States is alarming. Overall, only 75% of freshman will graduate within 4 years of starting high school. Approximately 10% of all students will drop out of school prior to graduation, while close to

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A cross-cultural study of parents' academic standards and educational aspirations for their children

Cited by 76 publications

References 8 publications

Context of academic achievement: lessons from Hong Kong

Context of academic achievement: lessons from Hong Kong

7 Social inequality and educational decisions in the life course

Developing an Additive Risk Model for Predicting Academic Index: School Factors and Academic Achievement

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