Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation

Villiger, Caroline; Niggli, Alois; Wandeler, Christian; Kutzelmann, Sabine

doi:10.1016/j.learninstruc.2011.07.001

Cited by 46 publications

(32 citation statements)

References 44 publications

(2 reference statements)

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“…En este contexto, las expectativas educacionales de la familia, específica-mente de los padres y el desarrollo de la autoestima del niño, cumplen un rol relevante (Kirk et al, 2011;Lam et al, 2013;Phillipson, 2007;Räty, 2006;Villiger et al, 2012). Sobre ello, Maslow (1943), en su jerarquía de las necesidades humanas, señala que los seres humanos tenemos necesidad de aprecio de uno mismo y de otras personas.…”

Section: Factores Que Explican El Desempeño Académicounclassified

Perfiles de desempeño académico: la importancia de las expectativas familiares

Bravo-Sanzana

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Mieres

et al. 2017

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ResumenEl presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (Simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada acerca de estos temas. AbstractThis study explored some of the factors that explain school performance. To attain this, Chilean students' profiles of eighth year of primary school were identified and characterized (13.65 year old mean/DS 0.74). This was done according to their academic performance in the History, Geography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (Simce). The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart). Parents' high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.Palabras clave: desempeño escolar, escuela primaria, rol de la familia, expectativas educacionales de la familia, análisis de regresión, perfiles de estudiantes, cart.

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Section: Factores Que Explican El Desempeño Académicounclassified

Perfiles de desempeño académico: la importancia de las expectativas familiares

Bravo-Sanzana

Salvo

Mieres

et al. 2017

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“…Combining these above factors can foster aesthetics education in schools and pioneer development of effective and meaningful reading among children (Urdan & Schoenfelder, 2006) [48]. [49]9proposed that motivation is critically significant in Preschool children's reading activities. On this aspect, this research includes an explanation of the motivating elements that will elevate reading culture among the children (Wigfield et al, 2010) [17], such as reading resources, incentives, and study activities as leading elements in motivating children's reading dynamics.…”

Section: Research On Children's Reading Motivationmentioning

confidence: 99%

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Chou¹,

Cheng²,

Cheng³

2016

ujer

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This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.

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“…N = 218 students (13 of the 54 classes involved) participated in a reading program in which parents assisted their children in doing their reading homework. For this purpose, the parents participated in a brief two-evening training session for homework support (for further details, see Villiger, Niggli, Wandeler, & Kutzelmann, 2012). N = 453 students participated in a reading program at school that did not involve their families (for further details about the two intervention programs, see Villiger, Niggli, Wandeler, Watermann, & Kutzelmann, 2010).…”

Section: Participantsmentioning

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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Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation

Cited by 46 publications

References 44 publications

Perfiles de desempeño académico: la importancia de las expectativas familiares

Perfiles de desempeño académico: la importancia de las expectativas familiares

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

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

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