Download or read book Some Structural Models of Family and Inter sibling Effects on Educational Attainment written by Mehng-Lurn Lee and published by . This book was released on 1989 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Sibling Resemblance and Inter sibling Effects in Educational Attainment written by Robert Mason Hauser and published by . This book was released on 1987 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Sibling Resemblance in Educational Attainment written by Cherng-Tay Hsueh and published by . This book was released on 1992 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Families in the Process of Educational Attainment written by Hsiang-Hui Kuo and published by . This book was released on 1995 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Siblings to Investigate the Effects of Family Structure on Educational Attainment written by Gary D. Sandefur and published by . This book was released on 1997 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Family and Opportunity written by Koen van Eijck and published by . This book was released on 1996 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Siblings to Investigate the Effects of Family Structure on Educational Attainment written by Franklin D. Wilson and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Siblings to Investigate the Effects of Familty Structure on Educational Attainment written by Gary D. Sandefur and published by . This book was released on 1997 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Sibling Dynamics in Academic Socialization Within the Family Context written by Yeeun Kim and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to academic socialization in the family context, many studies have addressed how parents influence their children's educational outcomes (Jeynes, 2003), and a number of studies have shown that the ways in which parents influence their children's educational outcomes differ by the macro influences of socioeconomic status or culture (Kim et al., 2020; Yamamoto & Sonnenschein, 2016). In comparison, less is known about the dynamics of academic socialization by individual children within a family. Eccles and colleagues (Eccles, Arberton, et al., 1993) proposed a model of family influences on children's motivation and achievement. The model hypothesized the joint influence of family characteristics and child/sibling characteristics on parents' beliefs and behaviors, which in turn affect children's educational development. The model highlighted bidirectional influences not only between parents and children but also between siblings. Whereas most relevant studies and reviews of the model (Eccles, 2007; Wigfield et al., 2015) have centered on effects of family characteristics and parents' beliefs and behaviors on children's educational outcomes, the current dissertation alternatively focused on the hypothesized effects of a child's characteristics on parents and on the child's own academic self-concept as well as siblings' academic self-concepts. Drawing from the model suggested by Eccles and colleagues (Eccles, Arberton, et al., 1993), I tested four hypotheses in the current dissertation. First, I constructed hypotheses about each child's individual experiences as well as a sibling's shared experiences with their parents in the family. Second, I hypothesized effects of each individual child's achievement on their own academic self-concepts and their sibling's academic self-concepts. Third, I hypothesized effects of each individual child's achievement and motivation on their parents' beliefs and parental support. Fourth, I focused on effects of sibling resemblance on comparison processes between siblings and parents' similar or differential support for the siblings' learning. To address the four hypotheses, the current dissertation included three empirical studies. The first study (Sibling Achievement as an Additional Frame of Reference for Parents' Beliefs About Each Child's Academic Ability) focused on parents' beliefs about each sibling's academic abilities. To provide empirical evidence for parents' child-specific ability beliefs, the first study used secondary data (Gladstone et al., 2018) from 95 families collected in two academic-track secondary schools in a rural area of Germany and examined how much variance in parental beliefs could be explained by each parent's child-specific response compared with the variance present at the child, parent, and family levels. To investigate the formation of parents' child-specific ability beliefs, the study further addressed effects of siblings' achievement on parents' beliefs about each child's academic ability. We explored whether each parent used the other sibling's achievement as an additional frame of reference for their beliefs about a child's abilities within and across domains by applying the internal/external frame of reference (I/E) model (Marsh, 1986b; Möller & Marsh, 2013). The results of a multilevel analysis showed substantial variance in parents' beliefs at all levels of influence within the family. More specifically, parents' beliefs about children's academic abilities varied on the family level, indicating that parents' beliefs differed from one family to another; varied on the parental level, indicating that parents' general beliefs about siblings' academic abilities differed between the mother and father; varied on the sibling level, indicating that both parents' child-specific beliefs differed between siblings; and varied on the level of each child, indicating that each parent's child-specific beliefs differed between siblings. These findings newly verified the hierarchical structure of parents' child-specific beliefs about children's academic abilities influenced by the multiple levels of influence from different socialization agents within the family. Additionally, the study provided tentative evidence that both the mother and father used each child's own achievement and their sibling's achievement as frames of reference for their beliefs about the child's academic abilities within and across domains, yet the results did not show the clear pattern of the I/E model (Marsh, 1986b; Möller & Marsh, 2013). Overall, the findings of the first study are in line with the hypotheses proposed by Eccles and colleagues (Eccles, Arberton, et al., 1993). The second study (Why Do Siblings Differ in Their Learning Motivation and Perceptions of Parental Support? Reciprocal Relationships Between Parental Support and Each Sibling's Learning Motivation) investigated whether the reciprocal associations between diverse dimensions of perceived parental support (parents' expectations, parents' emotional support, parents' learning encouragement, and parental control) and children's learning motivation differed between siblings. Using data from 2,082 school-aged twins collected at age 11 and age 13, we tested reciprocal associations within and between twin pairs across the 2 years, holding individual children's characteristics of sex, school grades, and personality traits constant. By comparing monozygotic (MZ) and dizygotic (DZ) twins, we further verified whether the resemblance between siblings affected the reciprocal associations in within- and between-pair regressions. The results showed that there were significant reciprocal associations between an individual child's perceptions of their parents' learning encouragement and their learning motivation across ages 11 and 13, but only in the within-twin-pair regression for DZ twins. This means that the reciprocal relationships differed within DZ twin pairs, indicating the siblings' individualized academic socialization with parents across the 2 years. Such effects were not observed for the other dimensions of parental support or for MZ twins. MZ and DZ twins differed in particular in effects of learning motivation at age 11 on their perceptions of parents' learning encouragement at age 13. The substantial differences between MZ and DZ twins signified the effects of sibling resemblance on how parents supported the siblings in similar or different ways. Overall, the findings point to motivational dynamics and each child's individualized interactions with their parents within the family. The third study (What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins) investigated effects of individual children's and their siblings' achievement on their academic self-concepts, using data from 4,208 twins at age 11 and age 17. Applying the I/E model (Marsh, 1986b), the third study examined whether twin's and co-twin's academic achievement affected individual twin's academic self-concept within and across domains. In addition, the study further compared MZ with DZ twin pairs to determine whether they differed in co-twin's achievement effects on twin's academic self-concept to test whether sibling resemblance moderates social comparison processes within twin pairs, in line with social comparison theory (Festinger, 1954). Drawing on the pattern suggested by the I/E model, both MZ and DZ twins used their own achievement as a frame of reference for their academic self-concepts within and across domains (Marsh, 1986b). Yet, only MZ twins further used their sibling's achievement as an additional frame of reference for their academic self-concept within and across domains, showing the similar I/E pattern in effects of their own achievement on their academic self-concept. This finding provided new empirical evidence for a strong assimilation within perfectly similar sibling pairs, which is referred to and theorized as a mirror effect in the current study. Despite being similar to each other, DZ twins did not show the mirror effect but showed sibling deidentification or nonreferencing (Whiteman et al., 2007; Whiteman, McHale, et al., 2011) because they did not consider their sibling's achievement as a frame of reference for their academic self-concept within and across domains. Overall, the findings from the three studies showed the reciprocal effects of individual children's and sibling's achievement and learning motivation on their academic socialization from their parents and their academic self-concepts. Accordingly, the studies provided empirical support for the four hypotheses and for the model of family influences on children's motivation and achievement proposed by Eccles, Arberton, et al. (1993). From a theoretical perspective, the studies produced new insights into the effects of children's characteristics on the diversity in academic socialization between siblings, which has garnered relatively little attention to date. In addition, by conducting interdisciplinary research, the dissertation showed the relevance and usefulness of applying the I/E model and the transactional model of parenting to address how children's and siblings' characteristics reciprocally affect parenting and children's educational outcomes. From a methodological perspective, multilevel analysis, cross-lagged modeling, and multiple-group analyses within a family are suggested to investigate dynamic academic socialization within the family. The dissertation suggests a new perspective on the model proposed by Eccles and colleagues (1993) and the best method to investigate dynamic academic socialization within the family.

Download or read book Research in Social Stratification and Mobility written by Kevin T Leicht and published by Elsevier. This book was released on 2003-12-03 with total page 441 pages. Available in PDF, EPUB and Kindle. Book excerpt: Volume 20 of "Research in Social Stratification and Mobility" continues to remain at the forefront of the diverse group of social scientists who study social inequality and is now the official publication of the Social Stratification Research Group of the International Sociological Association (RC-28). This issue features a comprehensive retrospective on the 40 years of contributions to social stratification research made by the late William Sewell and the Wisconsin Longitudinal Survey, including an all-inclusive bibliography of publications. Other contributions address the growing differences between workers with full-time jobs and various categories of the underemployed (in Israel, the United States and Germany), social mobility in Korea and Sweden, subjective responses to social inequality and the social consequences of status inconsistency, and analyses of class consciousness and growing wealth inequality in the OECD.

Download or read book CDE Working Paper written by and published by . This book was released on 1992 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Female Students and Cultures of Violence in Cities written by Julia Hall and published by Routledge. This book was released on 2015-06-12 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the economy constricts, it seems living with a chronic sense of fear and anxiety is the new normal for a growing number of urban females. Many females are susceptible to victimization by cumulative strands of violence in school, their communities, families and partnerships. Exposure to violence has been shown to contribute to physical and mental health problems, a propensity for substance abuse, transience and homelessness, and unsurprisingly, poor school attendance and performance. What does a girl do when there is no place to get away from this, and even school is a danger zone? Why have so many educators turned their attention away from the reality of violence against girls? Why is there a tendency to categorize such violence as just another example of the general concept of "bullying?" Critical educators who research the effects of current market logics on the schooling of marginalized youth have yet fully to focus on this issue. This volume puts the reality of violence in the lives of urban school girls back on the map, investigates answers to the above questions, and presents suggestions for change.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Socioemotional And Academic Adjustment During Childhood And Adolescence Volume I written by José Manuel García-Fernández and published by Frontiers Media SA. This book was released on 2022-02-25 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The SAGE Handbook of Quantitative Methods in Psychology written by Roger E Millsap and published by SAGE Publications. This book was released on 2009-08-05 with total page 801 pages. Available in PDF, EPUB and Kindle. Book excerpt: `I often... wonder to myself whether the field needs another book, handbook, or encyclopedia on this topic. In this case I think that the answer is truly yes. The handbook is well focused on important issues in the field, and the chapters are written by recognized authorities in their fields. The book should appeal to anyone who wants an understanding of important topics that frequently go uncovered in graduate education in psychology' - David C Howell, Professor Emeritus, University of Vermont Quantitative psychology is arguably one of the oldest disciplines within the field of psychology and nearly all psychologists are exposed to quantitative psychology in some form. While textbooks in statistics, research methods and psychological measurement exist, none offer a unified treatment of quantitative psychology. The SAGE Handbook of Quantitative Methods in Psychology does just that. Each chapter covers a methodological topic with equal attention paid to established theory and the challenges facing methodologists as they address new research questions using that particular methodology. The reader will come away from each chapter with a greater understanding of the methodology being addressed as well as an understanding of the directions for future developments within that methodological area. Drawing on a global scholarship, the Handbook is divided into seven parts: Part One: Design and Inference: addresses issues in the inference of causal relations from experimental and non-experimental research, along with the design of true experiments and quasi-experiments, and the problem of missing data due to various influences such as attrition or non-compliance. Part Two: Measurement Theory: begins with a chapter on classical test theory, followed by the common factor analysis model as a model for psychological measurement. The models for continuous latent variables in item-response theory are covered next, followed by a chapter on discrete latent variable models as represented in latent class analysis. Part Three: Scaling Methods: covers metric and non-metric scaling methods as developed in multidimensional scaling, followed by consideration of the scaling of discrete measures as found in dual scaling and correspondence analysis. Models for preference data such as those found in random utility theory are covered next. Part Four: Data Analysis: includes chapters on regression models, categorical data analysis, multilevel or hierarchical models, resampling methods, robust data analysis, meta-analysis, Bayesian data analysis, and cluster analysis. Part Five: Structural Equation Models: addresses topics in general structural equation modeling, nonlinear structural equation models, mixture models, and multilevel structural equation models. Part Six: Longitudinal Models: covers the analysis of longitudinal data via mixed modeling, time series analysis and event history analysis. Part Seven: Specialized Models: covers specific topics including the analysis of neuro-imaging data and functional data-analysis.

Download or read book Understanding Social Research written by Jennifer Mason and published by SAGE. This book was released on 2010-12-10 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Jennifer Mason and Angela Dale′s book seeks to set out cutting-edge developments in the field of social research and to encourage students and researchers to consider ways of learning from different approaches and perspectives in such a way as to make their own research richer, more insightful and more rewarding. Social Researching brings together a wide variety of research methods - both qualitative and quantitative - to help students and researchers to consider the relative benefits of adopting different approaches for their own research work. The authors clearly identify the most appropriate methods for different research questions and also highlight areas where it might be fruitful to compliment different methods with each other or exploit creative tensions between them. The book is therefore a highly practical guide which also seeks to draw readers outside their methodological comfort zones. This book includes: - Critical coverage of issues in research design; - Expert experience in many methodological fields; - An overview of the many different ways to approach similar research problems; - Coverage of the tensions between different methodological approaches; - Examples of excellence in research design and practice; - An examination of how to turn methodological tensions into richer research practice. The methods covered include highly innovative, ′cutting-edge′ approaches and they are demonstrated in terms of their transferability between the different social sciences. This inter-disciplinary approach is complimented by a wide range of strategically chosen examples which demonstrate the authors′ pragmatic and creative take on research design.

Download or read book Handbook of Social Economics written by Jess Benhabib and published by Elsevier. This book was released on 2010-11-12 with total page 940 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can economists define and measure social preferences and interactions? Through the use of new economic data and tools, our contributors survey an array of social interactions and decisions that typify homo economicus. Identifying economic strains in activities such as learning, group formation, discrimination, and the creation of peer dynamics, they demonstrate how they tease out social preferences from the influences of culture, familial beliefs, religion, and other forces. Advances our understanding about quantifying social interactions and the effects of culture Summarizes research on theoretical and applied economic analyses of social preferences Explores the recent willingness among economists to consider new arguments in the utility function Matthew O Jackson has contributed to Handbooks in Economics: Social Economics Set as an editor. Matthew O. Jackson is the William D. Eberle Professor of Economics at Stanford University