Parental Background Research Articles

Attitudes towards immigrants in European contexts. Social origins or generational influence?

How do inter- and intra-generational perspectives influence attitudes towards immigrants? Demographic studies have uncovered the roles played by parental (inter) socio-economic background and by birth cohort (intra) in shaping prejudicial or tolerant attitudes towards immigrants, but these roles have not been examined together. In this study, we do sousing data fromthe European Social Survey, rounds 1–10 (2002–2020). In particular,we rely on the question “Is [the country]made aworse or a better place to live by people coming to live here from other countries?” to examine the influence of parental socio-economic background (class and education) on respondents’ attitudes towards migrants.Moreover, we studywhether this influence varies by birth cohort.Results of linear regressionmodels including country-year fixed effects indicate that while individuals born in recent cohorts aremore pro-immigrant, the influence of parental socio-economic background has amplified in these same birth cohorts.

A 5-Year Longitudinal Study About the Effect of School Change on Grades

Previous research suggests that individual changes of school that are not part of general school transitions are associated with lower grades. School grades in German language and mathematics of a sample of N = 814 (407 school remainers and 407 school changers) were assessed in a nationwide 5-year longitudinal study. School changers were older and more likely to attend vocational (blue collar) and administrative (white collar) school tracks with shorter education, while school remainers were more likely to attend comprehensive schools and academic school tracks. Also, parents of school changers had been in education for a shorter time. Migration background was not different between the two groups. School changers who attended a school with an academic track were at particular disadvantage. Path modeling showed that language grades were more affected by school change than mathematics. Effects of primary school changes on language grades cascaded into secondary school but then diminished. Parental background and more mature age yielded significant effects and exhaustively explained remaining variance in school grades but did not change the significant effects of primary and secondary school changes.

Associations of Parental Education With Children’s Infectious Diseases and Their Mediating Factors: The Japan Environment and Children’s Study (JECS)

BackgroundParents' educational background is presumed to influence the incidence of vaccine-preventable diseases in children through their decisions about vaccinations and other family lifestyle choices. Regarding voluntary vaccination, a household's economic situation may also be associated with non-vaccination. Therefore, this study investigated the association between parental education and vaccine-preventable diseases (varicella, mumps, influenza [flu], pertussis, measles, and rubella) in children, which currently remains elusive.MethodsWe used datasets from the Japan Environment and Children's Study, which included 104,062 fetal records; our study population comprised 80,930 children up to the age of three years. The associations between parental educational background and children's infectious diseases were examined using binomial logistic regression analysis. The mediating effects of household income, vaccination, and smoking were examined using a path analysis.ResultsFor varicella, mumps, and influenza covered by voluntary vaccination, a higher education level of the father was associated with a lower incidence of infection. The association between mothers' education and children's infection was limited. There were both income-mediated and non-income-mediated pathways between parental education and voluntary vaccination. For pertussis, measles, and rubella, which are covered by routine vaccines, there was no association between parental education and the child's infection.ConclusionAn association between parental education and childhood infections was observed. Additionally, providing financial support for vaccination and communicating the benefits of vaccination in a way that parents at all levels of education can understand will help reduce the incidence of infectious diseases among children.

Inequalities in health and resources between siblings of individuals with and without mental health disorder: an observational study using the French national health data system.

The aim of the present study was to describe the effect of an individual's mental health disorder on the resources of his or her adult siblings. A subject rarely analyzed on a large scale. The French National Health Data System (SNDS) collects data on individuals, including their characteristics and the types of healthcare used. A national observational sectional case-control study included individuals covered as of 1 January 2019 and receiving yearly at least one healthcare reimbursement in 2019 including their SNDS data collected from 2013 to 2018. The main variables of interest were a Complementary Universal Health Coverage (CUHC) granted to people who had limited resources. There is also a long-term disease (LTD) status qualifying also for 100% for a specific disease and an ecological index of social deprivation of the place of residence. Conditions were also collected using a specific tool including LTD and hospital diagnosis. Analyzed siblings included 280709 cases with at least one member suffering from a mental health disorder and 561418 randomly selected control individuals were addressed using a multilevel model. Siblings of people with mental health problems were more likely to benefit from CUHC or to live in the most deprived area. In addition, the study also highlighted the importance of parental background, which appears to be poorer than in the control population. Social inequalities are particularly marked among the siblings of a person suffering from mental health disorder. Further studies are needed to better understand and enlarge these observational results.

Unmet needs and barriers to navigating care services in the low- and middle-income families with young children in Singapore: a qualitative study

IntroductionChildren’s health and health behaviours primarily depend on their parental socioeconomic status backgrounds. There is limited research seeking to understand in depth the health needs and challenges of low- to middle-income families in Singapore. Understanding this can help the healthcare professional identify vulnerable families at an early stage, allowing for targeted interventions and preventive measures to address socioeconomic comorbidities and their consequences during childhood.ObjectivesTo explore the health needs of the low- and middle-income families with children aged 2 months to 6 years in Singapore, and their facilitators and barriers to engagement in existing health, social and education services.MethodsAn interpretive qualitative approach was adopted in this study. We conducted 34 semi-structured one-to-one interviews with purposively sampled low- and middle-income families with children aged 2 months to 6 years. In addition, four focus group discussions comprising 19 service providers were conducted to complement the findings. All interviews were transcribed verbatim. Thematic analysis was conducted to identify key themes and subthemes.ResultsThe bottom two tiers of Maslow's Hierarchy of Needs (physical, safety and security needs) constituted the larger proportion of unmet needs expressed by families. Physical needs encompassed food, exercise, sleep, screen time as well as needs related to smoking and alcohol consumption, while safety and security needs included social security needs, educational needs and physical health. Themes identified as enablers of service engagement included accessibility and convenience, financial and policy support, health awareness and engagement, trust and relationship-based engagement, interagency and technological support, and holistic family and workforce support. Conversely, themes identified as barriers to service engagement consisted of access and utilisation barriers, financial and policy inequities, challenges in information management and service coordination, and service delivery and support gaps.ConclusionsOur analysis assembled an objective picture of challenges and strengths in relation to the health status of caregivers and their children from low- and middle-income families. Good interpersonal relationships with families, improved health literacy, readily available competent healthcare professionals, better access to social services and financial assistance, and enhanced health information technology help overcome challenges faced by low- to middle-income households.

Marker-Assisted Backcross Breeding of Drought-Tolerant Maize Lines Transformed by Vacuolar H+-Pyrophosphatase Gene (AnVP1) from Ammopiptanthus nanus.

Maize is highly sensitive to water deficit but has high transpiration and biomass production, leading to a substantial water demand. Genetic engineering can overcome reproductive isolation and utilize drought-tolerant genes from distant species. Ammopiptanthus nanus is a relic of the Tertiary glaciation that can adapt to harsh environmental conditions. In our previous study, five maize homozygous T8 lines overexpressing the AnVP1 gene from Ammopiptanthus nanus were generated and showed the enhancement of drought tolerance. However, the recipient inbred line Zh-1 was poor in yield and agronomic performance. In the present study, the AnVP1 gene was backcrossed from donor parent L10 (one of the five T8 lines) into recurrent parent Chang 7-2 (one of the elite parents of the commercial hybrid Zhengdan 958). In total, 103 InDel markers were developed and used for assisted background selection. After two generations of foreground selection through glufosinate spraying, the detection of CP4 EPSP MAb1 strips, and the PCR amplification of the AnVP1 gene, along with the similarity of agronomic traits to the recurrent parent, and background selection assisted by these InDel markers, the transgenic AnVP1 gene became homozygous in the BC2 lines. The average recovery rate of the genetic background of the recurrent parent reached 74.80% in the BC1 population and 91.93% in the BC2 population, respectively. The results of RT-PCR and RT-qPCR indicated the stable expression of the AnVP1 gene in the two ultimately selected BC2F3 lines, BC2-36-12 and BC2-5-15. The drought tolerance of these two BC2F3 lines were significantly improved compared to the recurrent parent Chang 7-2, as revealed by their wilting phenotype and survival rate of seedlings. This improvement was related to the enhancement of water-retention ability, as indicated by higher RWC and the reduction in damage, as shown by the decrease in REL, MDA, and H2O2 under drought stress. The result of field evaluation in two arid and semi-arid environments indicated that the drought tolerance of Chang 7-2 was significantly improved. This study suggests that the improved Chang 7-2 can be crossed with Zheng 58 to develop the transgenic commercial hybrid Zhengdan 958.

Influence of Parental Educational Background on Student Academic Performance in Selected Schools in Makindye Division, Kampala Uganda

This study investigates the influence of parental educational background on student academic performance in Makindye Division, Kampala District. The research aims to elucidate the relationship between parents’ educational levels and their children’s academic success, focusing on both public and private primary and secondary schools. The study employed a case study research design, selecting a sample of 240 students and their parents from five schools in Makindye Division. Data was collected through questionnaires and interviews, complemented by Focus Group Discussions (FGDs) to gather comprehensive insights. The sample was chosen using stratified random sampling, and data was analyzed using Microsoft Excel to present findings in tables, graphs, and charts.The study revealed a strong correlation between parental education and students’ academic performance. A significant majority of students (66.7%) perceived that their parents’ educational background significantly influences their academic performance. The data indicated that higher parental education levels often result in better academic outcomes for students. Conversely, students whose parents had lower education levels were more likely to experience academic challenges, partly due to limited parental support with homework and academic activities. Parental involvement emerged as a critical factor in academic success, with only 33.3% of students receiving regular homework assistance from their parents. The study also highlighted that a substantial proportion of parents (58.3%) were not actively involved in their children’s education, including a low attendance rate at parent-teacher conferences. Financial constraints were identified as a significant barrier to academic success, with 54.2% of parents reporting difficulties in paying school fees, leading to frequent student absenteeism. The research concludes that parental educational background is a key determinant of students’ academic performance. Educated parents tend to provide better academic support and instill the value of education, leading to improved student outcomes. Inadequate parental involvement, negative attitudes towards education, and financial constraints are significant challenges affecting academic success. The study recommends implementing parental education programs to equip parents with the skills to support their children’s education. Schools should enhance parental involvement through flexible meeting schedules and regular performance updates. Financial assistance and scholarships should be provided to alleviate the burden of school fees. Additionally, community engagement efforts should focus on raising awareness about the importance of education and changing attitudes toward academic success. Further studies should explore additional factors influencing academic performance, such as household income, school infrastructure, teacher quality, and peer influence. Expanding research to other regions could provide a broader understanding of how parental education and socioeconomic factors impact student performance across different contexts. Keywords: Parental educational background; Student academic performance; Parental involvement; Financial constraints; Education programs

Socioeconomic Determinants of Academic Performance: The Influence of Parental Education, Occupation, and Income on Secondary School Students in Kasese District, Uganda

This study determined whether the socioeconomic background of parents leads to significant differences in students’ academic performance in the secondary schools of Kitswamba and Rugendabara-Kikongo town councils, Kasese District. Objectives were to: examine parental education, assess parents’ occupation, and establish how family income level influences academic performance. Social Darwinism and social conflict theories are what guided this study. The study adopted a cross-sectional design on 250 students and 5 head teachers. Data were collected using a questionnaire and an interview guide. Quantitative data were analyzed using descriptive statistics and Analysis of Variance (ANOVA). Qualitative data were analyzed using content analysis. Table 5 suggests that mean scores for those with tertiary education (mean=2.15) were the highest while non-formal education (mean 1.42) had the lowest mean scores. The observed F=3.847 was large with a level of significance (p=0.010, p< 0.05). Therefore, hypothesis to the effect that parental educational level leads to significant differences. The mean scores for those in government civil service (mean=2.14) were highest followed by nongovernmental service (mean=2.13), and commercial and peasant farmers had the same mean (mean=2.11). However, the observed F=0.124 was low with the level of significance (p=0.946, p>0.05). Therefore, the hypothesis to the effect that parental occupation leads to significant differences was rejected. The results for guardians according to income showed that the income of the fathers has a more significant influence than that of the mothers. This is because the F=statistic (F=3.926) for the males was slightly higher (F=3.850) than that of females with a lower p-value (p=0.021) than that of females (p=0.023). Therefore, parental educational level is imperative for students’ academic performance. The study recommends that the government of Uganda and schools should promote the education of parents in the country, promote children’s education by emphasizing occupation of their parents, and promote the income of parents to support the education of children. Keywords: Socioeconomic Background, Parental Education, Academic Performance, Parental Occupation, Kasese District, Uganda

SEX ROLE ORIENTATION AND CAREER SPECIALIZATION AMONG FEMALES ON MANAGERIAL POSITIONS IN NIGERIA

Sex role attributes and orientation are influenced by societal socialization and tendencies and individuals pick cues related to such as they may with varied intervening variables. Such variables could be level of education, parental background , peer influences , school type influences amongst others. In almost every society sex role attributes is a determinant of many things for individuals and societies. Career choice for many may not be an easy choice to make especially for individuals who may be stereo-typical gender wise . It thus seem probable that there could be influences on gender beliefs and career choices especially where some careers are perceived as masculine and majorly for males or feminine and mainly for females. The present study sought to find out if females holding high positions of authority could be said to be stereotypical or otherwise as regards sex and gender role orientation and how that relates or not to career choice and area of specialization

Pillar tree architecture increases canopy light interception and impacts fruit quality in European plum

ABSTRACT Previous studies demonstrated silencing TILLER ANGLE CONTROL 1 (TAC1), a gene promoting outward shoot growth, via RNA interference (RNAi), caused upright branch orientations and pillar architectures in nonbearing ‘President’ plum. To evaluate the impact of the pillar trait on mature tree growth, canopy light environment, and fruit quality, we compared bearing trees of two RNAi lines with reduced TAC1 expression to the untransformed control sharing the same parental background over 2 years. The upright shoot growth habits and pillar tree shapes persisted in 9-year-old plum of RNAi lines 5 years following the first report. Canopy light interception of pillar trees was 2-fold greater than that of control. Between the RNAi lines, the consistent differences in fruit firmness suggest potentially different ripening rates, but within the range of variation expected for plum. Fruit of pillar trees did not exhibit increases in size or soluble solids compared to controls; however, skin hues were more uniform and closer to red, indicating enhanced overcolour development. Our results suggest that upright shoot growth in plum allows improved light interception and may lead to enhanced fruit colouration, which can greatly reduce the need for intensive pruning and thereby minimise the associated labour and cost while boosting fruit marketability.

Music learning and skill development: a replication study of Hille and Schupp (2015)

Previous work by Hille and Schupp (2015) examined the associations between learning a musical instrument (ML) in childhood and cognitive functioning, academic achievement, personality measures and perceived control using a longitudinal data set, the German Socio-Economic Panel Study (SOEP). In this article we replicate major parts of this study by applying similar methods but now to an extended panel data set (N = 8,383), which allows for a more rigorous control of potential confounders. Our findings confirm an association between ML and cognitive skills, but not with academic achievement. Moreover, ML also correlates with personality traits (openness, conscientiousness) and perceived control. Finally, we find differential associations of parental financial and educational background. Our results confirm overall the positive associations between learning to play a musical instrument in childhood and non-musical skills. We conclude that children who engage in ML show favorable developmental patterns in adolescence.

Intersectional perspectives on the university belonging of international STEM students

Abstract Previous studies suggested that associations between sociodemographic characteristics and university belonging varied between subject groups. In particular, female (first-generation) students in STEM subjects were assumed to experience a “chilly climate” that was reflected in their lower levels of university belonging. But less is known about the demographic and psychological prerequisites of the university belonging of international students. In this cross-sectional study we investigated how gender, parental academic background, students’ cultural background (i.e., region of origin) and their cultural resources (i.e., study-related language skills and acculturation orientations) as well as their intersectional interplay related to the university belonging of international STEM students in Germany and compared the results to a sample of international non-STEM students. Stepwise multi-group regression analyses with cross-sectional data of N = 1,590 degree-seeking international bachelor students (n STEM = 882, n non-STEM = 708) at the end of their first semester in Germany did not reveal substantial differences in the level and predictors of university belonging between STEM and non-STEM international students. In both subject groups, there was no main effect of gender but some significant interactions between gender and cultural background (i.e., region of origin). First-generation students showed lower levels of university belonging than continuous-generation students. Higher levels of study-related language skills and host-culture orientation were consistently related to higher levels of university belonging but none of these variables interacted with gender. The results corroborate the need for further (intersectional) research to adequately capture the heterogeneity amongst international STEM students. Theoretical and practical implications for the implementation of tailored belonging interventions are discussed.

Development of dual disease resistant Basmati rice varieties offer significant economic advantage and impetus to sustainable crop production.

Development of dual disease resistant Basmati rice varieties offer significant economic advantage and impetus to sustainable crop production.

INFLUENCE OF PARENTAL BACKGROUND ON THE CAREER CHOICE OF SECONDARY SCHOOL STUDENTS WITH HEARING IMPAIRMENT IN SOUTH-WEST NIGERIA

Career choice of students with hearing impairment in secondary is important to their overall future achievement. There are various factors that have been found to affect the career choice of students with hearing impairment. This paper investigated the influence of parental background on the career choice of secondary school students with hearing impairment in South west Nigeria. Three hypotheses were formulated to guide the study. This study employed descriptive survey design and was carried out in all the six states in South west Nigeria. The population of the study consisted of 1,657 (873 male and 784 female) senior secondary three (SS3) students of public and private secondary schools for the deaf. The sample for the study was 831(460 male and 371 female) SS3 students selected using proportionate stratified random sampling technique. The instrument used for the study was a self-structured questionnaire tilled “Parental Background and Career Choice Questionnaire (PBCQ)”. Z-Test statistical method was used to analyse the research hypotheses. The findings showed that there is no significant difference in the mean response of male and female students with hearing impairment regarding the influence of parental attitude, parents’ level of education, and parents’ occupation on their career choice in secondary schools for the deaf in South west Nigeria. Based on the findings, it was recommended that guidance counsellors should be used in secondary schools for the deaf to help pupils make career decisions, parents should be made aware of the variety of occupations available for their deaf children through career talks and seminars organised by the deaf school, and that, parents ought to be active in their children's educational pursuits.

Unveiling factors affecting college students’ online self-directed learning: logit-ISM model analysis

ABSTRACT The ubiquity of online education in college settings underscores the importance of investigating the influencing factors of online self-directed learning effectiveness. Such exploration not only contributes to theoretical advancements but also offers practical insights for enhancing college students’ academic quality, fostering the growth of online education, and reforming teaching methodologies in higher education institutions. This paper undertakes an analysis of the influencing factors and their hierarchical logical structure concerning college students’ efficacy in self-directed learning within the online environment. Leveraging survey data obtained from a random sample of 966 Chinese college students, the study employs the Logit-ISM (Interpretative Structural Modeling) model. Findings reveal that various factors including college students’ grade, parental educational background, employment difficulty, network resource application, self-planning, self-drive, self-assessment, goal-orientation, self-management, and self-discipline abilities positively impact the online self-directed learning effectiveness. Moreover, results from the ISM demonstrate that self-drive, goal-orientation and self-management abilities directly influence online self-directed learning effectiveness, while self-planning, self-assessment and network resource application abilities indirectly contribute to this effectiveness. Furthermore, factors such as employment difficulty, grade, parental educational background and self-discipline ability are identified as fundamental determinants underlying online self-directed learning effectiveness.

Benchmarking of Machine Learning for Predictive Model for Faculty Selection

This study employed the Gradient Boosted Trees Machines Algorithm and conducted benchmarking of machine learning techniques for predictive modeling in faculty selection among students in Southern Thailand. The dataset included 12,125 students with variables such as High School GPA, blood group, district, province, and parent background. Key factors influencing model performance encompassed academic history, province of residence, and parental attributes. The Gradient Boosted Trees model achieved an impressive accuracy of 85% and precision of 87%, effectively identifying chosen faculties. Precision and recall metrics were 0.594 and 0.460 respectively, with an F1 Score of 0.518, underscoring the model's robustness in predicting student choices. Analysis of the SVM model revealed significant coefficients for features such as "BEFOREGPA" and "BLOODGROUP", influencing predictions positively or negatively. The SVM model achieved an F1 score of 0.33, indicating moderate performance in predicting student choices. The outcomes of the Gradient Boosting model demonstrate its effectiveness in predictive tasks, leveraging an iterative tree-building approach to correct errors systematically. However, careful monitoring of model performance is crucial, particularly when significant errors occur, to mitigate potential issues such as overfitting. In addition, from our analysis, it's evident that students' decisions regarding faculty selection are influenced by a complex interplay of various factors. Among these, province of origin and Grade Point Average (GPA) stand out as pivotal determinants shaping students' educational journeys.

Parental Separation and Children’s Education—Changes Over Time?

The association between parental separation and children’s education has been widely studied, but mainly at a single time point and for marital dissolution only. We examine whether the (generally negative) association has changed across cohorts for several educational outcomes and whether the association differs by parental union type (marriage, cohabitation) and socioeconomic family background (parental education).We use Finnish total population register data. We focus on child cohorts born between 1987 and 2003 (N = 967,242) and analyse grade point averages, secondary education and tertiary education using linear regression and linear probability models with standard errors clustered within families.The association between parental separation and educational achievement is negative and has remained similar across the birth cohorts. Differences according to parental union type and socioeconomic family background are rather small. The stability of the association over time suggests that the consequences of parental separation on children’s education have not changed over time, and they do not depend much on parental union type or family background.

The View from the Top: The Relationship Between Parental Education and Graduate Enrollment

ABSTRACT Given the dramatic risks and rewards to different graduate pathways, it is imperative to understand disparities in access to the highest levels of education. This paper responds to a tension between the traditional understanding that parents’ education ceases to influence children’s educational trajectories after college and the more recent reemergence of family background as a predictor of children’s socioeconomic attainment. This paper asks two questions: to what extent is parental educational background associated with (1) graduate enrollment overall and (2) enrollment into particular credentials (e.g. master’s, professional, and research doctoral degrees)? Drawing on data from the 2008–18 Baccalaureate and Beyond study, findings reveal that parental educational background, especially parental graduate degrees, are associated with enrollment into graduate school. By using two measures of parental education and disaggregating the outcome into different credentials, this paper shows that highly educated parents are associated with a greater advantage for doctoral enrollment than for master’s enrollment. Due to the close ties between doctoral credentials and elite, high-paying occupations, this study has implications for inequality in higher education and economic inequality more broadly.

Peer Influence and Educational Preferences: Direct Influence or Access to Friends’ Educational Resources?

ABSTRACTWhile educational preferences can be influenced by friends through various mechanisms, the specific pathways of this influence remain underexplored. This study employs random‐coefficient multilevel stochastic actor‐oriented models to examine a longitudinal sample of Hungarian students (Nstudents = 493, Nclasses = 21) observed from fifth to seventh grade. The study investigates how friends' preferences and friends' parental resources influence educational preferences while accounting for friends' academic achievement and friendship selection. The analysis identifies distinct pathways through which friends can influence educational preferences. The study suggests that adolescents do not adjust their secondary school track preferences to conform to their friends' preferences but are instead affected by the indirect influence of their friends' parental background. Students who befriend adolescents with highly educated parents are more likely to adjust their preferences toward the academically oriented secondary school track.

Family-Related Factors Influencing KCSE Performance in Public Secondary Schools in Samburu County

This study aimed to establish the family-related factors that affect students' performance in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Samburu County, with a focus on understanding the unique challenges faced by students from nomadic pastoralist backgrounds. Despite improvements in Kenya’s secondary education system, including increased enrollment and infrastructure, academic performance in Samburu County remains low. From 2001 to 2010, the average KCSE score in the county was 4.4 (D+), highlighting a persistent gap in performance compared to other regions, such as Nairobi. This low academic achievement is believed to be influenced by various family-related factors, which need to be explored further. The study used a mixed-methods approach, collecting data through structured questionnaires from Form IV school leavers and high school principals. The focus was on family-related factors such as the educational level of guardians, parental occupation, and socio-economic status, and their impact on students' KCSE performance. The data was analysed using mean, frequencies, and p-values to identify significant factors. The study found that the level of education of guardians was the most significant family-related factor influencing academic performance. Additionally, socio-economic status and parental occupation were also found to have a notable impact on students' ability to perform well in KCSE. The study concluded that family-related factors, especially the educational background and socio-economic status of parents, significantly affect KCSE performance in Samburu County. The study recommends strategies to improve parental involvement in education, such as increasing awareness about the importance of education, and initiatives aimed at improving the socio-economic conditions of families to support students’ educational outcomes.