Parental influences on primary school children's mathematics achievement: insights from the Longitudinal Study of Australian Children

Carmichael, Colin; MacDonald, Amy

doi:10.1080/03004279.2014.939684

Cited by 18 publications

(21 citation statements)

References 22 publications

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“…Although previous research has shown parental involvement to be positively associated with children's academic achievement (Fan and Chen, 2001;Castro et al, 2015;Ma et al, 2016;Boonk et al, 2018), the strength of the relationship varies depending on the types of parental involvement and achievement measures considered (Wilder, 2014). For example, the relationship between home-based parental involvement (e.g., with homework among elementary school students) does not consistently show a positive association with children's achievement (Driessen et al, 2005;Tam and Chan, 2009;Carmichael and MacDonald, 2016). In addition, results of parents' school-based involvement with elementary children's academic achievement has also led to mixed results (McBride et al, 2009;Stright and Yeo, 2013;Johnson and Hull, 2014).…”

Section: Level 2 Of the R-pip Modelmentioning

confidence: 97%

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Liu

Leighton

2021

Front. Educ.

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Parents play an important role in children’s academic achievement. The purpose of the present study was to explore the internal structure of an established parent survey and to investigate the relationships among different aspects of parental involvement in predicting children’s mathematics achievement. The study involved secondary data from 139 parents and math achievement scores of 121 elementary school-aged children. Guided by Hoover-Dempsey and Sandler’s Revised Parent Involvement Process model, a Principal Component Analysis with direct oblimin rotation was conducted on the parent survey, followed by path analysis to predict children’s math achievement. Five principal components were retained. Standardized results of the path analysis indicated that parental self-efficacy had the largest direct effect on children’s math achievement. Moreover, parental self-efficacy was favored directly by parental perceptions of specific school invitations to become involved. These findings shed light on the interplay between parental involvement and children’s achievement and underscore the importance of school-family collaboration, which can potentially link to parental self-efficacy.

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Section: Level 2 Of the R-pip Modelmentioning

confidence: 97%

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Liu

Leighton

2021

Front. Educ.

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“…In this instance, drawing on recent research (e.g. Carmichael & Macdonald, 2016;Ing, 2014), both the RiR and her partner teacher believed that engaging parents with their children's education is an important aspect of raising pupil attainment. They experimented with different approaches during the year, butas the teacher commented, their efforts 'have slightly fallen flat at the moment.…”

Section: Navigating Different Discoursesmentioning

confidence: 99%

Building learning partnerships between schools and universities: an example from south-west England

Passy

Georgeson

Gompertz

2018

Journal of Education for Teaching

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“…Other studies continued to search for any shifts in this long established phenomenon. Carmichael (2014) explored the influence of parents' attitudes on gender differences in mathematical outcomes. Parents were asked to predict how far their child would progress in their education and how well they were progressing in mathematics.…”

Section: Socio-cultural Perspectives and Identitymentioning

confidence: 99%

Equity, Social Justice and Ethics in Mathematics Education

Vale

Atweh

Averill

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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The performativity policy mindset driving national and international testing highlights issues of equity in access and success according to socio-economic status, geographic location, ethnicity, gender and combinations of these factors. Researchers seek explanations for these inequities in terms encompassing engagement, participation and achievement to identify socially just and ethical practices at system, school and classroom level. The emergence of a theoretical perspective involving redistribution, recognition and participation (Fraser, Fortunes of feminism. From state-managed capitalism to neoliberal crisis, 2013) is evident in a range of studies concerning leadership, professional learning, pre-service teacher education, and pedagogies that focus on equity and social justice in mathematics education. The challenge of ethical and socially just practices at all levels and social groups is in providing access to deep learning in mathematics and success in "knowledge making" (Jorgensen,

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Parental influences on primary school children's mathematics achievement: insights from the Longitudinal Study of Australian Children

Cited by 18 publications

References 22 publications

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Building learning partnerships between schools and universities: an example from south-west England

Equity, Social Justice and Ethics in Mathematics Education

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