Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy

You, Sukkyung; Lim, Sun Ah; No, Unkyung; Dang, Myley

doi:10.1080/01443410.2015.1025705

Cited by 21 publications

(10 citation statements)

References 44 publications

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“…Two of the studies were longitudinal, including a correlation of a measure of parental involvement at Time 1 and a measure of achievement at Time 2 (C. Chen, Lee, & Stevenson, 1996; You, Lim, No, & Dang, 2016). Three of the studies used nationally representative data sets such as PISA 2000, Taiwan Education Panel Survey (TEPS) 2001, or Korean Education Longitudinal Survey (KELS) 2005-2007.…”

Section: Methodsmentioning

confidence: 99%

“…Sample size ranged between 100 and 8,108, with students in Grades 1 to 11 representing a total of 30,715 families. Two of the studies were longitudinal, including a correlation of a measure of parental involvement at Time 1 and a measure of achievement at Time 2 (C. Chen, Lee, & Stevenson, 1996;You, Lim, No, & Dang, 2016 Table 2 provides a summary of the studies and the weighted effect sizes found for each study. The countries represented include China, Hong Kong, Taiwan, Japan, South Korea, and Singapore, with two explicitly comparative studies (C. Chen et al, 1996;Holloway et al, 2016).…”

Section: Study Samplementioning

confidence: 99%

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Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Kim

2019

Education and Urban Society

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Countless meta-analytic studies document the relation between parental involvement and achievement, but they mostly include studies conducted in the United States where parental involvement is framed as a policy issue. This is the first meta-analytic study focusing on East Asian countries characterized by high achievement levels, a comparatively standardized education system, and no policy encouraging family–school relations. A meta-analysis of 15 studies retrieved from an exhaustive search of the literature reveals a positive association between parental involvement and achievement. The strength of the relation was highest for academic socialization, followed by home involvement and school involvement, similar to previous meta-analyses.

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Section: Methodsmentioning

confidence: 99%

Section: Study Samplementioning

confidence: 99%

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Kim

2019

Education and Urban Society

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“…These parents frequently talked to their children, asked about school day, helped out with problems, checked whether their children finished homework, and praised their children for good grades. Similarly, You, Lim, No, and Dang (2016) proposed higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which, in turn, improved their academic achievement. This could be explained by the fact that Korea is a society that puts greater emphasis on English and Mathematics, in contrast to reading (Park, Shin, Ha, & Lee, 2011).…”

Section: Relationship Between Different Educational Mind-sets and Acamentioning

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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“…Self-efficacy has been found to be central at various levels of a system such as, for instance, a school, a family, or an individual (e.g., Bandura et al, 1999 ; You et al, 2016 ; Höltge et al, 2019 ). Indeed, it was shown to be positively associated not only with performance related constructs like coping behavior, problem solving, and academic performance (e.g., Caprara et al, 2008 ; Ebner et al, 2018 ; Li et al, 2018 ), but also with indicators of mental health such as lower anxiety and depression, as well as higher life satisfaction (e.g., Bandura et al, 1999 ; Tahmassian and Moghadam, 2011 ; Moksnes et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Familial Risk Factors and Emotional Problems in Early Childhood: The Promotive and Protective Role of Children’s Self-Efficacy and Self-Concept

2020

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The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers took part in the present study. Fourteen familial risk factors were assessed at T1 using an interview and a questionnaire that were administered to children’s primary caregivers. These 14 familial risk factors were used to compute a familial risk factors score. Primary caregivers also reported on their children’s emotional problems at T2 and T3 and on their children’s general self-efficacy at T2. Children reported on their positive self-concept at T2. Results showed that early familial risk factors were positively associated with emotional problems in the short and long term, although the long-term effect was small and non-significant. Further, the pattern of effect sizes of both promotive and protective effects of general self-efficacy as well as positive self-concept was found to be consistent in the short term. However, in the long term, no consistent support for either the promotive or the protective role of general self-efficacy or positive self-concept was found. These results suggest that general self-efficacy and positive self-concept might contribute to promote mental health and to protect from undesired effects of familial risk factors in the short term. Possible reasons for a lack of long-term effects are discussed along with practical implications.

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Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy

Cited by 21 publications

References 44 publications

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

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

Familial Risk Factors and Emotional Problems in Early Childhood: The Promotive and Protective Role of Children’s Self-Efficacy and Self-Concept

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