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.
Highlights
Previous studies have shown that parental involvement impacts on the academic achievement and behavior of adolescents (Fan and Chen, 2001; Jeynes, 2016)
The results demonstrated that socioeconomic status (SES) negatively moderated both the relationship between academic socialization and academic achievement, and that between home-based involvement and school behavior
The findings imply that parental involvement activities are highly beneficial for children and junior school students in families with low SES
Summary
Previous studies have shown that parental involvement impacts on the academic achievement and behavior of adolescents (Fan and Chen, 2001; Jeynes, 2016). Home-based involvement entails parents’ involvement activities at home such as supervising homework, checking homework, and talking about school life; school-based involvement includes some activities implemented at school such as communicating with teachers, Parental Involvement and Students’ Performance attending the class meeting, and participating in school activities; academic socialization mainly includes parents’ expectations and faith about their children’s education (Hill and Tyson, 2009; Benner et al, 2016) This framework was usually used in American culture (Wang and Sheikh-Khalil, 2014). Manz et al (2014) found that a mother’s home-based involvement increased children’s interpersonal skills and decreased the incidence of negative classroom behaviors. Hayes (2012) found that home-based involvement increased adolescents’ academic achievement. Hill and Tyson (2009) further claimed that academic socialization was positively related to academic achievement
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