IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v91y2018icp11-21.html
   My bibliography  Save this article

Parents' educational beliefs and children's early academics: Examining the role of SES

Author

Listed:
  • Elliott, Leanne
  • Bachman, Heather J.

Abstract

In this study, associations between parents' educational beliefs and growth in their children's kindergarten achievement were examined to determine whether relations differed across levels of socioeconomic status (SES) among contemporary kindergarten students, with a particular focus on whether this moderation effect was mediated by parental enrichment practices. Participants included 13,399 children drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) and their parents. Educational beliefs included parents' beliefs about the skills necessary for a child entering kindergarten and parents' expectations for their children's eventual educational attainment. SES was operationalized as both income status and parental educational attainment, and enrichment was measured as educationally-related practices in the home and extracurricular activities. Educational beliefs were significantly and positively related to achievement, such that children whose parents rated early skills as important and held higher expectations for their children showed higher math and reading scores at the end of kindergarten. In addition, both school readiness beliefs and expectations were positively related to enrichment practices, and a significant interaction between school readiness beliefs and education was detected, such that school readiness beliefs were more strongly predictive of enrichment among parents with lower levels of education. Implications and directions for future research are discussed.

Suggested Citation

  • Elliott, Leanne & Bachman, Heather J., 2018. "Parents' educational beliefs and children's early academics: Examining the role of SES," Children and Youth Services Review, Elsevier, vol. 91(C), pages 11-21.
  • Handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:11-21
    DOI: 10.1016/j.childyouth.2018.05.022
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740917311234
    Download Restriction: Full text for ScienceDirect subscribers only

    File URL: https://libkey.io/10.1016/j.childyouth.2018.05.022?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Pan, Yuejuan & Yang, Qingqing & Li, Yanfang & Liu, Lisha & Liu, Shanshan, 2018. "Effects of family socioeconomic status on home math activities in urban China: The role of parental beliefs," Children and Youth Services Review, Elsevier, vol. 93(C), pages 60-68.
    2. Lau, Michelle Marie & Li, Hui, 2018. "Is whole-day kindergarten better than half-day kindergarten? A mixed methods study of Chinese educators' perceptions," Children and Youth Services Review, Elsevier, vol. 93(C), pages 365-377.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:11-21. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.