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Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status

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  • Xia, Xiaoying

Abstract

Children’s school readiness skills are strong predictors of their academic achievement in later schooling. This study examined the relationship between multiple types of parental involvement (i.e. home-based involvement, school-based involvement and home-school conferencing) and Chinese children’s cognitive and social-emotional school readiness as well as the moderating role of family socioeconomic status (SES) in these associations. A total of 311 parents (Mage = 35.50 years, SD = 3.60) and their five to six years old children (Mage = 5.53 years, SD = .50), from four kindergartens in Shanghai, China participated in this study. Results indicated that Chinese parental involvement had a stronger relationship with children’s cognitive readiness than social-emotional readiness. Home-based involvement was more related to children’s cognitive and social-emotional school readiness than school-based involvement and home-school conferencing. Family SES moderated the relationship between home-based involvement and home-school conferencing and children’s cognitive and social-emotional school readiness. Home-based involvement was more strongly related to low-SES children’s cognitive and social-emotional readiness and home-school conferencing was more strongly related to low-SES children’s cognitive readiness compared with their high-SES peers. Implications for research, practice and policy are discussed.

Suggested Citation

  • Xia, Xiaoying, 2024. "Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status," Children and Youth Services Review, Elsevier, vol. 161(C).
    • Handle: RePEc:eee:cysrev:v:161:y:2024:i:c:s0190740924002196
    DOI: 10.1016/j.childyouth.2024.107647
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    References listed on IDEAS

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    1. Jeon, Hyun-Joo & Peterson, Carla A. & Luze, Gayle & Carta, Judith J. & Clawson Langill, Carolyn, 2020. "Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs," Children and Youth Services Review, Elsevier, vol. 118(C).
    2. Jaime Puccioni, 2015. "Parents' Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(2), pages 130-147, February.
    3. T. Gregory & E. Dal Grande & M. Brushe & D. Engelhardt & S. Luddy & M. Guhn & A. Gadermann & K.A. Schonert-Reichl & S. Brinkman, 2021. "Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 369-390, February.
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