Cross-lagged relationships between home learning environment and academic achievement in Chinese

Deng, Ciping; Šilinskas, Gintautas; Wei, Wei; Georgiou, George K.

doi:10.1016/j.ecresq.2015.05.001

Cited by 85 publications

(80 citation statements)

References 68 publications

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“…It has been demonstrated that parents adjust their teaching behaviour according to their children's achievement (Saxe et al, 1987). For example, children's mathematical skills in grade 1 negatively predicted home numeracy at later stages (Ciping et al, 2015;Silinskas, Lepp€ anen, Aunola, Parrila, & Nurmi, 2010), indicating that parents presented less effort to stimulate their children because they knew their children were already performing well.…”

Section: Discussionmentioning

confidence: 99%

“…Others reported that a total score including both formal and informal activities was not related to children's basic numerical and calculation skills (Blevins‐Knabe, Austin, Musun, Eddy, & Jones, ; Missall, Hojnoski, Caskie, & Repasky, ). Ciping, Silinskas, Wei, and Georgiou () even reported a negative correlation between formal activities and calculation fluency in children.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Yildiz

Sasanguie

Smedt

et al. 2018

British J of Dev Psycho

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Home numeracy has been defined as the parent-child interactions that include experiences with numerical content in daily-life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. This study investigated whether these distinctive data collection methods index the same aspect of home numeracy. The frequencies of home numeracy activities and parents' opinions about their children's mathematics education were assessed via a questionnaire. The amount of home numeracy talk was observed via two semi-structured videotaped parent-child activity sessions (Lego building and book reading). Children's mathematical skills were examined with two calculation subtests. We observed that parents' reports and number of observed numeracy interactions were not related to each other. Interestingly, parents' reports of numeracy activities were positively related to children's calculation abilities, whereas the observed home numeracy talk was negatively related to children's calculation abilities. These results indicate that these two methods tap on different aspects of home numeracy. Statement of contribution What is already known on this subject? Home numeracy, that is, parent-child interactions that include experiences with numerical content, is supposed to have a positive impact on calculation or mathematical ability in general. Despite many positive results, some studies have failed to find such an association. Home numeracy has been assessed with questionnaires on the frequency of numerical experiences and observations of parent-child interactions; however, those two measures of home numeracy have never been compared directly. What does this study add? This study assessed home numeracy through questionnaires and observations in the 44 parent-child dyads and showed that home numeracy measures derived from questionnaires and observations are not related. Moreover, the relation between the reported frequency of home numeracy activities and calculation on the one hand, and parent-child number talk (derived from observations) and calculation on the other hand is in opposite directions; the frequency of activities is positively related to calculation performance; and the amount of number talk is negatively related to calculation. This study shows that both measures tap into different aspects of home numeracy and can be an important factor explaining inconsistencies in literature.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Yildiz

Sasanguie

Smedt

et al. 2018

British J of Dev Psycho

View full text Add to dashboard Cite

show abstract

“…In informal numeracy activities, children's acquisition of numeracy knowledge occurs through playing number-related games and applying numerical knowledge in their daily lives. Informal numeracy activities are 'realworld' tasks that entail various numeracy skills (Ciping, Silinskas, Wei, & Georgiou, 2015;LeFevre et al, 2009). LeFevre et al (2009) suggested that informal activities could be divided into numeracy game activities (e.g., playing board games, playing card games, and making collections) or application activities (e.g., talking about money when shopping, playing with calculators, and having children wear watches).…”

Section: Parent-child Numeracy Activitiesmentioning

confidence: 99%

“…This may be due to a suppression effect, as the zero-order correlation between mother-child number book activities and story problems was positive. It is also likely that mothers tend to spend more time reading mathematics books when their children perform poorly (Blevins-Knabe & Musun-Miller, 1996;Ciping et al, 2015;LeFevre et al, 2009;Qi, 2015). However, this speculation needs to be tested in further investigations.…”

Section: Mothers' and Fathers' Numeracy Activitiesmentioning

confidence: 99%

“…In informal numeracy activities, children's acquisition of numeracy knowledge occurs through playing number‐related games and applying numerical knowledge in their daily lives. Informal numeracy activities are ‘real‐world’ tasks that entail various numeracy skills (Ciping, Silinskas, Wei, & Georgiou, ; LeFevre et al ., ). LeFevre et al .…”

Section: Introductionmentioning

confidence: 99%

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The contribution of parent–child numeracy activities to young Chinese children's mathematical ability

Huang

Zhang

Liu

et al. 2017

Brit J of Edu Psychol

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Child and Adolescent Development in China: Not That Different From Western Countries After All?

Georgiou

2019

New Directions for Child and Adolescent Development

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The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross‐cultural studies that contrast the role of multiple factors (e.g., cognitive, linguistic, environmental) simultaneously.

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Cross-lagged relationships between home learning environment and academic achievement in Chinese

Cited by 85 publications

References 68 publications

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

The contribution of parent–child numeracy activities to young Chinese children's mathematical ability

Child and Adolescent Development in China: Not That Different From Western Countries After All?

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