How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

ABSTRACT: Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal assoc

SUBMITTER: Loughlin-Presnal J 

PROVIDER: S-EPMC5565683 | biostudies-literature | 2017 Sep

REPOSITORIES: biostudies-literature