Influence Of Family Background Research Articles

Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda

Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda

The Influence of Family Education on Primary School Students’ English Speaking

English, as a globally prevalent language for communication, holds significance in various spheres of life. Language acquisition, contingent on the linguistic milieu, especially in the sociocultural context, is profoundly influenced by familial factors. Both domestic and international studies have underscored the considerable impact of family background on students' English language acquisition. This paper aims to delve into the influence of family background on English language acquisition, with a specific focus on three pivotal aspects: family circumstances, parental cultural competence, and the home environment. This examination aims to provide readers with a comprehensive insight into the pivotal role that family background plays in shaping linguistic proficiency. Research findings underscore that family circumstances, encompassing socioeconomic status and access to educational resources, exert a significant influence on English language acquisition. Furthermore, parental cultural competence, which encompasses their educational attainment and exposure to the English language and culture, assumes a crucial role in this process. In addition, the familial atmosphere, inclusive of parental involvement, encouragement, and support, significantly impacts children's motivation and attitude toward English language learning. To optimize language acquisition, it is imperative for families to acknowledge the importance of their background and actively engage in efficacious educational practices. Recommendations encompass creating an English-rich environment within the home, exposing children to diverse English learning resources, nurturing a positive disposition toward learning, and encouraging regular English practice and communication.

Economic returns to reproducing parents' field of study.

Research on the influence of family background on college graduates' earnings has not considered the importance of the match between parents' and children's field of study. Using a novel design based on within-family comparisons, I examine long-term earnings returns to reproducing parents' field of study in Denmark. I find that individuals whose field of study matches that of a parent have earnings that are 2 percent higher than those of their siblings with college degrees in different fields, on average. Earnings returns to field inheritance are highest in the fields of law (9 percent), medicine (6 percent), and engineering (4 percent) and are driven mainly by income from self-employment. I find no direct evidence of nepotism as the earnings advantage does not arise from inheritance of parents' firms or employment in parents' occupational network. My findings indicate that, although a college degree generally equalizes family background differences in economic outcomes, there are additional payoffs to field inheritance, particularly in traditional fields characterized by a high degree of social closure and self-employment.

Analyzing the Influence of Family Background on Students' Learning Motivation Based on Structural Causal Inference Approach --Taking CEPS data as an example

Analysing the influence of external factors on students' learning motivation is a hot issue in educational research. This paper takes CEPS data as an example and analyses the influence of various external factors on learning motivation based on the causal inference method, and the results of the analysis and the proposed method can support the optimization of educational decision-making.

베트남 대학생들의 가정배경, 학교경험 및 학업효능감이 학업성취에 미치는 영향

[Purpose] This study examined the impact of family background, school experience, and academic efficacy on academic achievement of college students in Vietnam.
 [Methods] A research model was derived based on previous research, and data was collected from 415 respondents through an online survey conducted in Vietnam in December 2022, and the collected data was analyzed using SPSS 22 and AMOS 25 software. This study used frequency, descriptive statistics, structural equation model analysis, and mediating variable processing techniques as data analysis methods.
 [Results] Family background was found to have a statistically significant effect on the school experience, academic efficacy, and academic achievement of Vietnamese college students. And academic efficacy was found to have a statistically significant effect on academic achievement. Additionally, academic efficacy was found to play a statistically significant mediating role in the relationship between family background and academic achievement. On the other hand, academic experience among school experiences was found to have a statistically significant impact on academic achievement, but non-academic experience was found to have no statistically significant impact on academic achievement. And school experience did not appear to play a statistically significant mediating role in the relationship between family background and academic achievement.
 [Conclusion] The results of this study contribute to the academic literature and provide information to educators, especially academic counselors in Vietnamese higher education institutions, about the mediating role of academic efficacy in the relationship between family background and academic achievement. Educators need to consider ways to offset the influence of family background on academic achievement by examining the mediating role of universities.

The rising influence of family background on early school performance

We use administrative data from Norway to examine recent trends in the association between parents’ prime age earnings rank and offspring's educational performance rank by age 15/16. We show that the intergenerational correlation between these two ranks has increased over the past decades, and that offspring from economically disadvantaged families have fallen behind. This has happened despite public policies contributing to leveling the playing field. We show that the expansion of universal childcare and, more recently, the increased teacher-pupil ratio in compulsory school, have disproportionally benefited lower class offspring. The rising influence of parents’ earnings rank can partly be explained by a strengthened intragenerational association between earnings rank and education among parents, as educational achievement has an inheritable component. Yet a considerable unexplained rise in the influence of family background remains, consistent with evidence pointing toward increased parental involvement in children's lives, plausibly in response to higher returns to education.

Determinants of Substance Abuse Among High Abusers of Drugs in Ondo State Universities

This study examined determinants of substance abuse among high abusers of drugs in Ondo State universities. This study adopted descriptive research design of the case study type. The population of the study includes 51 undergraduate students identified to be high abusers of drugs. The identified students were purposively selected as samples for this study. An inventory on use of drugs was randomly distributed to undergraduate students. The study obtained data through the use of semi-structured questionnaires. The instrument was divided into four (4) sections. In order to ascertain the validity of the instrument, the instrument was presented to two research experts in the field of mental health for face and content validity. To ensure the reliability of this instrument, a test-retest form of reliability was used. Data was coded and analyzed using both descriptive and inferential statistics. Chi-square test established that family background and personal factors influence substance abuse while school management has no influence. The study concluded that the increase in substance abuse among university students in Ondo State is as a result of the orientation of the students from their respective homes and the kind of friends or people the students associate with. It was recommended among others that most of the campaigns against substance abuse should be focused on peer group and family background influence.

First-Year Latinas’ Acculturation Experiences While Enrolled in a Predominantly White Institution: Four Narratives

ABSTRACT The authors explored the influence of family background and students’ perceived socioeconomic status with minoritized students’ acculturation and transition experiences during their first-year, first-time enrollment at a predominantly White institution in the southeastern United States. Narrative interviews and a priori codes from the Model of Hispanic Identity Development (MHID, Torres, 2003) were implemented to construct case studies of first-year Latina students. Although Latina students’ positive and negative acculturation experiences aligned with the MHID, each participant had a unique profile and distinctly different transition experience. The authors discuss expansion of the MHID, engagement and retention implications of early extracurricular involvement, belongingness uncertainty, and student advisement for minoritized first-year students at predominantly White higher education institutions.

The Determinants of Mathematics Achievement: A Gender Perspective Using Multilevel Random Forest

This paper investigates the determinants of mathematics performance by gender, exploiting a multilevel random forest approach. OECD PISA 2018 data from 28 European countries are employed to explore the performance of male and female students as a function of students’ family characteristics, their attitudes towards education, and class and school environment. Results show that the gender gap in favour of boys persists in most European countries. However, teacher and school practices like fostering student reading and creating a cooperative environment allow mitigating the influence of family background in countries without gender gap. Policy implications to foster performance equality are provided.

Působení rodinného zázemí, vzdělání a životních změn na pracovní hodnoty mužů a žen v České republice

This paper deals with work values as an important factor in individual career decisions. It relies on data from the PIAAC survey and the follow-up SKILLS II survey. Using a sample of Czech men and women 20–45 years old, we examine the factors that affect the formation of orientations to work as compared with family, and the values of high salary and career progress as compared with intrinsic enjoyment of work. Our results show the significant positive influence of family background for men and of higher education, especially for women, on an orientation to a job and to enjoyment of its contents. The orientation of men toward achieving high earnings is strengthened by the need to ensure income for their families, especially raising children, while for women, work centrality and perceived career importance increases after long periods of unemployment. The results show the contribution of high educational achievement to closing the gaps between the work-family orientations of men and women, but also a return to traditional gender roles during periods of childcare. In the conclusion we indicate directions for further research to focus on the different consequences of experiences with unemployment for men and women and on the role of cognitive skills in work values that are not always analogically related to formal education.

The Rising Influence of Family Background on Early School Performance

The Rising Influence of Family Background on Early School Performance

Lived experiences of successful women entrepreneurs (SMEs) in Iran: a feminist phenomenological study

PurposeThis study aims to investigate the entrepreneurial actions of successful Iranian women entrepreneurs. It is an attempt to find the roots, motivations, challenges and strategies of successful actions of these women, despite the unequal and masculine structure of the society.Design/methodology/approachThis research was conducted through the theoretical framework of poststructuralist feminism and the qualitative method. By purposive sampling, the researchers selected 10 women entrepreneurs living in Khorasan Razavi province for in-depth interviews. These women have created many jobs based on local potential and become recognized as top entrepreneurs. The narratives of these women were analyzed phenomenologically.FindingsThe actions of these women are fertilized under the influence of family background and early socialization and in the combination of internal motivations and external stimuli. These women resist social barriers such as widespread patriarchy, gender division of labor in society and complex bureaucratic processes through the “strategic cycle” resulting from the interaction of “reliance on intertwined social networks,” “social entrepreneurship,” “gradual formation of social capital” and “reliance on local potentials.”Social implicationsThe strategies to overcome gender inequalities at the micro (family) and macro (society) levels introduced in this research can inspire women entrepreneurs who seek success in their businesses.Originality/valueTo the best of the authors’ knowledge, this is the first qualitative research that, by studying the actions of successful Iranian women entrepreneurs, describes how they overcome structural inequalities and their success strategies.

Peran Latar Belakang Keluarga Terhadap Keberlangsungan Usaha dan Kesejahteraan Pengrajin Perak di Kabupaten Gianyar

The silver industry in Gianyar Regency is a business that has been carried out for generations, so it is not surprising that Gianyar Regency is known as a center for silver crafts. However, currently the condition of silver handicraft SMEs is in a stagnant condition and even tends to decline, especially with the Covid-19 pandemic so that it can have an impact on business continuity and the welfare of craftsmen. The purpose of this study was to examine the effect of family background on business continuity and the welfare of silver craftsmen in Gianyar Regency. The population in this study is 235 silver handicraft IKM. The research sample was determined using a purposive sampling method resulting in a total sample of 95 silver handicraft IKM. This study uses descriptive analysis techniques and quantitative analysis techniques with structural equation models or Structural Equation Modeling (SEM), especially Partial Least Square (PLS) with an analytical tool, namely SmartPLS. The results showed that (1) family background had a significant positive direct effect on the sustainability of the silver craftsmen's business in Gianyar Regency; (2) Family background and business continuity have a significant positive direct effect on the welfare of silver craftsmen in Gianyar Regency; and (3) business continuity mediating the influence of family background on the welfare of silver craftsmen in Gianyar Regency.

Analysis of a Survey of Adult Skills (PIAAC)

This is a pilot study written prior to undertaking a doctoral dissertation on the state of female leadership in Kazakhstan. The paper analyses variables from the Survey of Adult Skills of the Programme for the International Assessment of Adult Competencies (PIAAC). The data for PIAAC was collected in 2017 in Kazakhstan. The author of this study used publicly available databases. This study aims to understand who occupies leadership positions in Kazakhstan and what variables influence the people who become leaders. Statistical tests were conducted to estimate how gender, skills, level of education, and family background influence leadership. Research results indicate that instead of gender, literacy, numeracy, and ICT skills are important for leadership. The country’s statistics show that in comparison to other occupations, the number of female leaders is relatively high in the education sector. Therefore, the results of this pilot study are being expanded into more detailed and substantial doctoral research, analysing factors that influence female leadership in the higher education of Kazakhstan. This empirical research adds findings to existing data of the Central Asian context, particularly in gender studies and leadership fields.

The Effect of School Tracking on Student Achievement and Inequality: A Meta-Analysis

This meta-analysis examines the effects of sorting secondary students into different tracks (“between-school” tracking) or classrooms (“within-school” tracking) on the efficiency and inequality levels of an educational system. Efficiency is related to the overall learning achievement of students, whereas inequality can refer to “inequality of achievement” (i.e., the dispersion of outcomes) or “inequality of opportunity” (i.e., the strength of the influence of family background on student achievement). The selected publications are 53 analyses performed in the period from 2000 to 2021, yielding 213 estimates on efficiency and 230 estimates on inequality. The results show that the mean effect size (Hedge’s G) of tracking on efficiency is not statistically significant (G = −.063), whereas it is significantly positive (G = .117) on inequality. We further set out to explain variation in effect sizes by (a) policy characteristics, (b) the operationalization of main variables, (c) the research design, (d) the set of control variables included in the statistical analyses, and (e) the quality of the study, year of publication, and publication status (peer reviewed or not peer reviewed).

Social and genetic associations with educational performance in a Scandinavian welfare state

Recent research has suggested that across Western developed societies, the influence of genetics on educational outcomes is relatively constant. However, the degree to which family environment matters varies, such that countries with high levels of intergenerational mobility have weaker associations of family background. Research in this vein has relied on twin-based estimates, which involve variance decomposition, so direct assessment of the association of genes and environments is not possible. In the present study, we approach the question by directly measuring the impact of child genotype, parental genetic nurture, and parental realized education on educational achievement in primary and secondary school. We deploy data from a social democratic context (Norway) and contrast our findings with those derived from more liberal welfare state contexts. Results point to genetics only confounding the relationship between parent status and offspring achievement to a small degree. Genetic nurture associations are similar to those in other societies. We find no, or very small, gene-environment interactions and parent-child genotype interactions with respect to test scores. In sum, in a Scandinavian welfare state context, both genetic and environmental associations are of similar magnitude as in societies with less-robust efforts to mitigate the influence of family background.

Delayed tracking and inequality of opportunity: Gene-environment interactions in educational attainment

There are concerns that ability tracking at a young age increases unequal opportunities for children of different socioeconomic background to develop their potential. To disentangle family influence and potential ability, we applied moderation models to twin data on secondary educational track level from the Netherlands Twin Register (N = 8847). Delaying tracking to a later age is associated with a lower shared environmental influence and a larger genetic influence on track level in adolescence. This is in line with the idea that delaying tracking improves equality of opportunity. Our results further suggest that this is mostly because delaying tracking reduces the indirect influence of family background on track level via the test performance of students. Importantly, delaying tracking improves the realization of genetic potential especially among students with low test scores, while it lowers shared environmental influence on track level for students of all test performance levels.

Grit increases strongly in early childhood and is related to parental background

Grit has been identified as a very important non-cognitive skill that is positively related to educational achievements and labor market success. Recently, it has also been found to be malleable through interventions in primary schools. Yet, little is still known about its development in early childhood and the influence of family background. We present an experiment with 429 children, aged 3–6 years. We measure the level of grit as children’s perseverance in a real effort task and their willingness to challenge themselves successfully with another, more difficult task. Based on a principal component analysis, we find that grit increases strongly with age. Parents’ assessment of their child’s grit is correlated with the actual behavior of their child. Education of parents plays a role for perseverance. Yet, children’s level of patience is unrelated to their level of grit.

Family Background as an Indicator of Students’ Academic Achievement in Science Subjects among High School Students in Nigeria

Research has shown that students’ home background is a major factor to consider when assessing students’ learning outcome in science subjects among high school students. This paper therefore investigates how family background determines students’ academic achievement in science among high school students in southeast Nigeria. Among the three research questions raised by the study, the main one is- how does family background influence students’ academic achievement in science subjects among high school students in Southeast Nigeria? A total N=220 randomly selected from a population of science students in senior secondary schools in southeast Nigeria formed the sample size. Student’s survey questionnaire (SSQ) on a 5-point Likert scale was used as an instrument for data collection. A quantitative research design was adopted while the collected data was descriptively measured to establish the association between the two variables. The result shows that students whose parents acquired better education and higher income levels would positively support their children’s education in science subjects compared to those with lower education and income. The study concludes that the learning outcome of students in science subjects are pre-determined by the kind of family background they have, this indicates that the socio-economic status (SES) of parents is a key determinant of students’ academic achievement in science subjects in Southeast Nigeria. Keywords: Family Background: Socio-Economic Status: Parents’ Education: Parents’ Employment Status: Academic Performance.

Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures

This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students’ educational expectations are higher than that of rural and migrant students. These differences are caused by the students’ cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school’s hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.