Family Socioeconomic Status, Parental Involvement, and Academic Achievement
The Moderating Role of Adolescents’ Subjective Social Mobility
Bibliographic Data
| ID | 11670686 |
|---|---|
| Authors | Feng Zhang (0000-0002-7444-1103, Beijing Normal University), Ying Jiang (0000-0002-6128-6626, Beijing Normal University), Silin Huang (0000-0002-9839-7784, Beijing Normal University, corresponding author), Hua Ming (0000-0002-9514-8512, Beijing Normal University), Yi Ren (0000-0001-8876-5523, Beijing Normal University), Lei Wang (0000-0001-5326-565X, Beijing Normal University) |
| Year | 2021 |
| Volume | 41 |
| Issue | 9 |
| Pages | 1425-1454 |
| Publication date | 2021-03-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02724316211002254 |
| OpenAlex | W3137611143 |
| Language | EN |
| Citations received | 22 |
| References cited | 61 |
The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated with adolescents’ academic achievement are not well understood. Therefore, this study examined the mediating roles of different types of parental involvement (i.e., parental school-based involvement, academic socialization, and home-based involvement) and the moderating role of adolescents’ subjective social mobility in the relationships between family SES and academic achievement by using multisource data. The valid sample consisted of 842 adolescents ([Formula: see text] = 12.28 years, 40.97% girls) who were recruited from five township public schools in China. The results indicated that all three types of parental involvement partially mediated the relationships between family SES and adolescents’ Chinese and math achievement; parental school-based involvement had the strongest mediating effects, followed by academic socialization, and home-based involvement had the lowest mediating effects. Moreover, the path from parental home-based involvement to Chinese achievement in the mediation model was moderated by the adolescents’ subjective social mobility. In conclusion, parental involvement is an important mediating mechanism through which a low family SES impedes adolescents’ academic achievement, and adolescents’ subjective social mobility can play a buffering role in the relationship between parental home-based involvement and Chinese achievement
Academic achievement · Developmental psychology · Mediation · Path analysis (statistics · Population · Social mobility · Socialization · Socioeconomic status · Structural equation modeling · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
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| Unique citing works | 22 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |