Context of academic achievement: lessons from Hong Kong

Phillipson, Sivaneswary

doi:10.1080/01443410903059024

Cited by 26 publications

(10 citation statements)

References 30 publications

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“…To our SES EXECUTIVE FUNCTIONS AND MATH 5 knowledge just two studies exploring SES effects on EF have included older children from Asiawith both showing only small effect sizes. Phillipson (2009) gave researcher-administered EF tasks to a Hong Kong (HK) sample of 215 primary school students (Xage = 10.7 years) and found a small, but statistically significant correlation with SES (r = .21). Wang and colleagues (2016) applied a combination of researcher-and computer-administered EF tasks for a larger model exploring predictors of EF and theory of mind in two different samples comparing children from HK and the UK (Sample 1: 9-16 years, n = 118, Sample 2: 10-12 years, n = 137) and found small, but statistically significant links between SES (using a proxy score based on school).…”

Section: Skills? a Cross-site Comparison Of Hong Kong And The United mentioning

confidence: 99%

Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

Ellefson

Zachariou

et al. 2020

Journal of Experimental Child Psychology

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In the fields of education, sociology and economics, there is a long-standing connection between socioeconomic status (SES) and school outcomes in a wide variety of cultural settings, but these studies have yet to examine the possible mediating effects of domain-general cognitive factors such as executive functions (EF). Addressing this gap and building on evidence for links between EF and numeracy, the current cross-cultural study used a large sample (N = 835) of 9-to 16-year-old children from Hong Kong and the United Kingdom to the examine the independence and interplay of SES and EF as predictors of numeracy skills. Our analyses yielded three key findings: (1) EF consistently predicts numeracy skills across sites and genders;(2) Associations between SES and EF differ by site and gender; and (3) Associations between numeracy skills and SES/EF differ by site and gender. Together with previous findings, our results suggest culture-specific associations between SES, EF and numeracy, indicating that cultural insights may enable impactful shifts in public policy to narrow the achievement gap between children from affluent and disadvantaged families.

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Section: Skills? a Cross-site Comparison Of Hong Kong And The United mentioning

confidence: 99%

Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

Ellefson

Zachariou

et al. 2020

Journal of Experimental Child Psychology

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show abstract

“…An alternative explanation could be that the non-significant links between SES and EF for UK females and HK males and females are driven by the computerized nature of the EF tasks. Lawson and Farah's (2017) findings of a significant link between SES and EF for a sample from USA also used computerized tasks, but Wang et al (2016) and Phillipson (2009) used researcher-administered tasks. Lawson et al's (2018) meta-analysis of SES and EF includes tasks that use both researcher-and computer-administered EF tasks.…”

Section: Associations Between Ses and Ef Differ By Site And Gendermentioning

confidence: 99%

Do Executive Functions Mediate the Link between Socioeconomic Status and Numeracy Skills? A Cross-Site Comparison of Hong Kong and the United Kingdom

Ellefson¹,

Zachariou²,

Ng³

et al. 2019

Preprint

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In the fields of education, sociology and economics, there is a long-standing connection between socioeconomic status (SES) and school outcomes in a wide variety of cultural settings, but these studies have yet to examine the possible mediating effects of domain-general cognitive factors such as executive functions (EF). Addressing this gap and building on evidence for links between EF and numeracy, the current cross-cultural study used a large sample (N = 835) of 9- to 16-year-old children from Hong Kong and the United Kingdom to the examine the independence and interplay of SES and EF as predictors of numeracy skills. Our analyses yielded three key findings: (1) EF consistently predicts numeracy skills across sites and genders; (2) Associations between SES and EF differ by site and gender; and (3) Associations between numeracy skills and SES/EF differ by site and gender. Together with previous findings, our results suggest culture-specific associations between SES, EF and numeracy, indicating that cultural insights may enable impactful shifts in public policy to narrow the achievement gap between children from affluent and disadvantaged families.

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“…The diverse social and cultural backgrounds possessed by some parents with low SES is accompanied by diverse expectations concerning the education of their child (Berthelsen & Walker, 2008). This research is similar to Phillipson (2009) in that it emphasizes the need to recognize and address the differences that exist among parents of low socioeconomic status in a manner conducive to forming a strong home-school relationship. Research by Jacob & Lefgren (2007a) has shown that parents in high-poverty schools value the teacher's ability to improve student performance more than parents in low-poverty schools.…”

Section: Socio-economic Status and Parent Expectationsmentioning

confidence: 92%

“…Social and cultural differences of parents must be taken into account when school professionals make decisions about how to facilitate the development of the home-school relationship (Phillipson, 2009). Phillipson (2009) found that when attempting to facilitate the home-school relationship, parents who had a low socio-economic status level needed to be approached differently from parents who had a high socio-economic status (SES) level. Berthelsen & Walker's (2008) research found that parents in low socio-economic status families often have fewer years in education than parents in high socio-economic status families and conversely have had more school experiences that were negative.…”

Section: Socio-economic Status and Parent Expectationsmentioning

confidence: 99%

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2020

IJIET

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The major aim of the present study is to study the expectation of the parents regarding the primary education curriculum. Descriptive survey method has been adopted in the present study. Conducted through survey model, this study involves semi-structured interviews with 205 parents of the primary school's children of Ramaroshan Municipality-4, Achham, Province no. 7, Nepal. According to data were analyzed through descriptive analysis technique. Results of the present study indicate that parental expectations on the objectives of primary education are mostly in conformity with the general objectives of primary education. Accordingly, majority of them even suggested teaching moral behaviours, health habits, and other as subjects. Parents complaints there is lack of discipline in schools; low academic qualification of teachers; lack of dedication on the part of teachers; loose administration in the school; lack of supervision from the office concerned; teaching not usually done through the whole period and the school hours; ineffective teaching; too many holidays; no regular teaching in the school due to irregularity and negligence of teachers; and no emphasis on cultural and physical development of children. But a majority of the parents are unaware of interesting area of their children, interesting area of children, and reading subjecting of their children.

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Context of academic achievement: lessons from Hong Kong

Cited by 26 publications

References 30 publications

Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom

Do Executive Functions Mediate the Link between Socioeconomic Status and Numeracy Skills? A Cross-Site Comparison of Hong Kong and the United Kingdom

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