Antecedents of Parental Involvement in Terms of Reading in Primary School

被引：0

作者：

Hilkenmeier, Johanna ^{[1
]}

Bonanati, Sabrina ^{[2
]}

Buhl, Heike M. ^{[2
]}

机构：

[1] Univ Hamburg, Von Melle Pk 8, D-20146 Hamburg, Germany

[2] Univ Paderborn, Warburger Str 100, D-33098 Paderborn, Germany

来源：

ZEITSCHRIFT FUR SOZIOLOGIE DER ERZIEHUNG UND SOZIALISATION | 2019年 / 39卷 / 01期

关键词：

Parental Involvement; Parental Support; Parent Motivation; Reading; CHILDRENS EDUCATION; MOTIVATION; HOMEWORK; PREDICTORS; LITERACY; METAANALYSIS; EFFICACY; BEHAVIOR;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Parental involvement can be classified into home-based and school-based involvement and has a positive impact on the child's school achievement. To foster parental involvement, research should consider relevant predictors. In this study we questioned 423 parents and primary school students to assess the antecedents of parental involvement in reading in a cross-sectional design. Structural equation modeling showed the variables parental self-efficacy, invitations from a child or teacher, perceived resources and parental beliefs about the child's achievement to be associated with home- and school-based involvement. Invitations from the teacher or the child and parental involvement correlated negatively with the child's reading achievement.

引用

页码：24 / 40

页数：17

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