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      The Effect of Parental Involvement and Socioeconomic Status on Junior School Students’ Academic Achievement and School Behavior in China

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          Abstract

          A survey was conducted on 19,487 Chinese junior school students to elucidate the moderating role of socioeconomic status (SES) in the relationship between parental involvement (i.e., home-based involvement and academic socialization) and junior school students’ performance in school (i.e., academic achievement and school behavior). The data includes 10,042 males and 9,445 females (mean age = 14.52, SD = 1.24). It was taken from the 2013–2014 Chinese Educational Panel Survey (CEPS), that was administrated by the National Survey Research Center at Renmin University of China. The results demonstrate that SES negatively moderates both the relationship between academic socialization and academic achievement, and the relationship between home-based involvement and school behavior. Findings imply that parental involvement activities are highly beneficial for junior school students in families with low SES. Academic socialization is generally associated with academic success, whereas home-based involvement closely relates to school behavior. Future home-based interventions can be developed to promote parental involvement activities in low-SES families. The results also showed important implications for the development of family education in China.

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          Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U.S. High School Students

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            Neural correlates of socioeconomic status in the developing human brain.

            Socioeconomic disparities in childhood are associated with remarkable differences in cognitive and socio-emotional development during a time when dramatic changes are occurring in the brain. Yet, the neurobiological pathways through which socioeconomic status (SES) shapes development remain poorly understood. Behavioral evidence suggests that language, memory, social-emotional processing, and cognitive control exhibit relatively large differences across SES. Here we investigated whether volumetric differences could be observed across SES in several neural regions that support these skills. In a sample of 60 socioeconomically diverse children, highly significant SES differences in regional brain volume were observed in the hippocampus and the amygdala. In addition, SES × age interactions were observed in the left superior temporal gyrus and left inferior frontal gyrus, suggesting increasing SES differences with age in these regions. These results were not explained by differences in gender, race or IQ. Likely mechanisms include differences in the home linguistic environment and exposure to stress, which may serve as targets for intervention at a time of high neural plasticity. © 2012 Blackwell Publishing Ltd.
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              Parental Involvement and Adolescents' Educational Success: The Roles of Prior Achievement and Socioeconomic Status.

              Parental educational involvement in primary and secondary school is strongly linked to students' academic success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents' educational involvement (i.e., home- and school-based involvement, educational expectations, academic advice) and young people's proximal (i.e., grades) and distal academic outcomes (i.e., educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents' prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental educational expectations and adolescents' cumulative high school grades and educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents' academic socialization seemed to better promote the academic success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the educational success of all young people.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                19 June 2018
                2018
                : 9
                : 952
                Affiliations
                Wuhan University , Wuhan, China
                Author notes

                Edited by: Puri Checa, Universidad de Granada, Spain

                Reviewed by: Xiao Zhou, Zhejiang University, China; Francesca Marina Bosco, Università degli Studi di Torino, Italy

                *Correspondence: Wenjie Duan, duan.w@ 123456outlook.com Yuan Guan, whatsongy@ 123456163.com

                These authors have contributed equally as joint first authors.

                Present address: He Bu, City University of Hong Kong, Hong Kong, Hong Kong

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2018.00952
                6018534
                29971025
                579cbee2-ab46-4a1b-ac3e-df387b020c44
                Copyright © 2018 Duan, Guan and Bu.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 07 February 2018
                : 23 May 2018
                Page count
                Figures: 2, Tables: 4, Equations: 0, References: 50, Pages: 8, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                parental involvement,home-based involvement,academic socialization,academic achievement,school behavior,socioeconomic status

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