Multigroup model of transition experiences
How parents’ school readiness beliefs and practices change with another child in school
Bibliographic Data
| ID | 21530591 |
|---|---|
| Authors | Elizabeth Tobin (0000-0003-3002-9288, University College Dublin, corresponding author), Jennifer E Symonds (0000-0003-4259-6124, University College Dublin), Seaneen Sloan (0000-0002-1643-3690, University College Dublin), D Devine (0000-0002-1201-6611, University College Dublin), Benjamin M Torsney (0000-0002-5936-0209, Temple University), Giulio D’Urso (0000-0003-1144-7222, University College Dublin) |
| Year | 2024 |
| Volume | 43 |
| Issue | 4 |
| Pages | 1249-1269 |
| Publication date | 2024-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2023.2220704 |
| OpenAlex | W4381123981 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
The transition from preschool to primary school is a pivotal developmental period in children's and their families’ lives. However, not all families have equal access to resources and some parents face additional barriers to the types of transition and school readiness activities they participate in compared families with higher social capital. Using quantitative data from the Children's School Lives (CSL) national longitudinal study of Irish primary schooling, we examined the relationship between social and cultural capital and parents’ beliefs and participation in academic school readiness activities with their child. A multigroup structural equation model was estimated with online survey data collected from 477 parents to explore these relationships for first time parents and parents who previously experienced the transition with an older child. Results indicated that school connections through an older child may have an impact on parents’ academic readiness beliefs and practices during the transition to primary school, particularly for non-native English speakers, and parents with lower levels of education or occupations. The study highlights the need for clear, culturally sensitive policies and information sharing between schools and first time families about school culture and expectations in order to support families during this crucial developmental period
Academic achievement · Cultural capital · Developmental psychology · Irish · Longitudinal study · Social capital · Social science · Sociology · Structural equation modeling · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
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| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |