The influences of family background and structural factors on children’s academic performances: A cross-country comparative study

Lyu, Mengjie; Li, Wangyang; Xie, Yu

doi:10.1177/2057150x19837908

Cited by 29 publications

(36 citation statements)

References 72 publications

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“…These figures show that the income gradient in children’s cognitive test scores are largest in the US and smallest in urban China. This is consistent with previous studies finding that family SES matters more in accounting for the academic success of children in the US (Bradbury et al., 2015), and exerts a weaker influence on children’s academic achievement in China (Liu and Xie, 2015; Lyu et al., 2019). With respect to the role of grandparental coresidence, non-Hispanic White children in the US had lower math and reading scores when living with their grandparents.…”

Section: Resultssupporting

confidence: 92%

Household income and child well-being in Japan: The role of grandparental coresidence and residential proximity

Wang

Raymo

2020

Chinese Journal of Sociology

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In this study, we examined whether and how the income gradient in child well-being may vary by grandparental coresidence and proximate residence in Japan, a country characterized by a high prevalence of intergenerational proximity and intensive family investment in children’s development. Using data from the Japan Child Panel Survey, we first demonstrated that household income is positively associated with multiple dimensions of children’s well-being, a relationship that was particularly strong for cognitive skills. We also found that children from lower-income families were more likely to coreside with grandparents than their counterparts from middle- and higher-income families, and that children from both lower- and higher-income families had similar likelihoods of living near their grandparents. However, children in lower- and higher-income families who coresided with grandparents had lower math and Japanese test scores than those living at a distance. These relationships resulted in smaller income gradients in test scores for children coresiding with grandparents and near their grandparents, relative to those whose grandparents lived farther away. International comparisons showed that the income gradient in children’s academic performance is largest in the US and smallest in urban China, with Japan being in the middle, and that multigenerational coresidence is generally associated with worse cognitive outcomes for children in both lower- and higher-income families across these three very different contexts. These findings provide new insights into the complex ways in which intergenerational proximity is related to economic disparities in children’s well-being.

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Section: Resultssupporting

confidence: 92%

Household income and child well-being in Japan: The role of grandparental coresidence and residential proximity

Wang

Raymo

2020

Chinese Journal of Sociology

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“…The relationship between economic factors and education has received wide interest in academic setting due to the role that human and knowledge capital play for economic growth in the contemporary worldwide society (Hanushek, 2016;Hanushek and Woessmann, 2016;Ahsan and Haque, 2017;Grant, 2017;Ali et al, 2018) Likewise, family socioeconomic background constitutes a strongly significant factor in promoting academic progress, especially for youth living in Western country (Lyu et al, 2019). Hence, education for economy and economy for education seems be the bidirectional pathway both for macroeconomics outcomes and individual level of successful outcomes.…”

Section: Discussionmentioning

confidence: 99%

Economic Pressure and Self-Efficacy as Independent Predictors of Academic Grades and Career Indecision for Southern European Middle School Students: A Confirming Study

Citarella¹,

Briegas

Iglesias³

et al. 2020

Front. Educ.

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Using data from the same sample of previous Citarella's (2018) study, this paper aims to confirm the independent role playing by economic pressure due to Great Recession and self-efficacy in determining educational outcomes for middle school students in Southern Italy context. Additionally, the role of mastery goal orientation was tested for this study. Three basic moderation model were developed using Amos (21) and Process (13.4) for SPSS software to test (1) the moderated effect of self-efficacy in the relationship between economic pressure and outcomes; (2) the interaction between self-efficacy and mastery goal orientation in predicting outcomes; (3) the moderated effect played by self-efficacy plus mastery goal orientation in the relationship between economic pressure and outcomes. Results showed that self-efficacy does not moderated the predicting effect of economic pressure on grades and career indecision. Mastery goal orientation positively interact with self-efficacy in predicting outcomes but the moderated effect of the two added integrated constructs was not significantly. Hence, the independent role of economic factors and agency was confirmed by this study.

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“…Wu, 2019). Regional disparities are reflected not only in the quality of local public-schools, but also in parents’ resources and opportunities for investing in children’s education (Liu and Xie, 2015; Lyu et al., 2019). We may thus expect a meaningful role for structural forces like the rural–urban divide, and regional differences more generally, in shaping variation in child development outcomes in China.…”

Section: Parental Resources and Child Well-being In East Asiamentioning

confidence: 99%

Parental resources and child well-being in East Asia: An overview

Raymo

Dong

2020

Chinese Journal of Sociology

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The papers in this special issue use newly available panel data and data from the Program for International Student Assessment (PISA) to examine linkages between parental resources and children’s outcomes in China, Japan, and Korea. Specific foci of the papers include regional differences, non-monetary resources, shadow education, gender differences, and the proximity of grandparents. Results demonstrate that, as in western societies, parental education and income are positively associated with child well-being and development in East Asia, but distinctive contextual features contribute to variation in these relationships. It is also clear from the findings that relationships between parental resources and child outcomes are more complicated than suggested by simple emphases on economic inequality and the relative success of children from rich and poor families. Together, these papers contribute a much needed geographic extension to the large cross-national literature on parental resources and children’s well-being. The findings provide a valuable empirical basis for assessing the role of context and understanding similarities and differences within East Asia and between the East and West.

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The influences of family background and structural factors on children’s academic performances: A cross-country comparative study

Cited by 29 publications

References 72 publications

Household income and child well-being in Japan: The role of grandparental coresidence and residential proximity

Household income and child well-being in Japan: The role of grandparental coresidence and residential proximity

Economic Pressure and Self-Efficacy as Independent Predictors of Academic Grades and Career Indecision for Southern European Middle School Students: A Confirming Study

Parental resources and child well-being in East Asia: An overview

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