scholarly journals Value development underlies the benefits of parents’ involvement in children’s learning: A longitudinal investigation in the United States and China.

2015 ◽  
Vol 107 (1) ◽  
pp. 309-320 ◽  
Author(s):  
Cecilia Sin-Sze Cheung ◽  
Eva M. Pomerantz
Keyword(s):  
United States ◽  
The United States ◽  
Children’S Learning ◽  
Longitudinal Investigation ◽  
Parents Involvement ◽  
Children's Learning

Mothers’ beliefs about children’s learning in Hong Kong and the United States

2013 ◽  
Vol 37 (5) ◽  
pp. 387-394 ◽  
Author(s):  
Florrie Fei-Yin Ng ◽  
Eva M. Pomerantz ◽  
Shui-fong Lam
Keyword(s):  
United States ◽  
Hong Kong ◽  
Chinese Culture ◽  
The United States ◽  
Children’S Learning ◽  
Children's Learning

Chinese and American mothers’ beliefs about children’s learning and parents’ role in it were examined using notions salient in Chinese culture. Mothers from Hong Kong ( n = 66) and the United States ( n = 69) indicated their endorsement of the ideas that children’s learning reflects children’s morality, and parents’ support of children’s learning reflects parents’ love and duty. Mothers also reported on the extent to which their worth is based on children’s performance. Chinese (vs. American) mothers believed more that children’s learning reflects morality and parents’ support of children’s learning reflects love; these differences accounted for their feelings of worth being more dependent on children’s performance. Chinese (vs. American) mothers believed less that parents’ support is a duty.

A Longitudinal Investigation of Dropout from College in the United States

2002 ◽  
Vol 4 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Terry T. Ishitani ◽  
Stephen L. DesJardins
Keyword(s):  
United States ◽  
College Students ◽  
Financial Aid ◽  
The United States ◽  
Dropout Rates ◽  
First Year ◽  
Student Financial Aid ◽  
Student Dropout ◽  
Longitudinal Investigation ◽  
Over Time

This study investigates the dropout behavior of college students in the United States. Previous attrition studies have typically focused on dropout at specific points in time, such as the first year of enrollment. In this study we examine the timing of dropout over a five-year period and find that factors that affect student dropout often have effects that change over time. For instance, the results demonstrate that students who receive financial aid generally have lower dropout rates than non-aided students. But of special interest is our findings that dropout rates vary depending on the amount and timing of student financial aid.

Immigrant and Native-Born Mexican-American Parents' Involvement in a Public School: A Preliminary Study

2000 ◽  
Vol 86 (2) ◽  
pp. 521-525 ◽  
Author(s):  
Linda C. LÓpez ◽  
Virginia V. SÁnchez ◽  
Minami Hamilton
Keyword(s):  
United States ◽  
Advisory Committee ◽  
Elementary School Students ◽  
Mexican American ◽  
The United States ◽  
Immigrant Parents ◽  
School Students ◽  
School Work ◽  
Preliminary Study ◽  
Parents Involvement

Mexican-American parents of Texas elementary school students were surveyed to compare the types of school involvement in which immigrant and U.S.-born parents engage. Those completing the questionnaire included 246 mothers and 39 fathers born in Mexico as well as 95 mothers and 13 fathers born in the United States. More immigrant parents than U.S.-born parents indicated they helped their children with school work, attended school board meetings, volunteered at school, participated in parent-teacher conferences, went to school functions, served as room mother, engaged in school fundraising, and were present during parent advisory committee meetings.

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