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Book Sibling Resemblance in Educational Attainment

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:

Book Families in the Process of Educational Attainment

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:

Book Family and Opportunity

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:

Book The Family School Connection

Download or read book The Family School Connection written by Bruce A. Ryan and published by SAGE. This book was released on 1995-05-15 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, only about 50% of American youths live in traditional two-parent, first-marriage families. This fact, combined with often bleak economic and social realities, creates the backdrop of interactions between families, children, and schools are examined in this probing volume. Answering a need for evaluative research in this area of increasing public interest, the contributors build a model for evaluation, focusing on the dynamics of family-school connections. How is school achievement influenced by parent-child interactions and the family environment? How do school, family, community, and peer-group connections affect early adolescents? What is the family's role in the success of learning-disabled youth or in school truancy? What effect does parental discord and divorce have on a child's learning? These questions, as well as proposals for intervention and prevention, create the crux of this book designed to inform and motivate readers to respond to one of our country's most fundamental social concerns. Vital reading for everyone who wants to better understand child-school-community interaction, this book especially warrants reading by students, researchers, and other professionals in developmental psychology, family studies, psychology, and social work. "The book should be read by professionals who have contact with schools as part of their brief; by those educators who train the new generation of social workers, psychologists, and teachers; and by researchers who seek to understand the tapestry of social influences on children's development. The book is worth buying alone for the fruits of great scholarship evident in the extensive lists of up-to-date references at the end of each chapter, and in a superb appendix that offers a tour de force of a 19-page bibliography on the topic." --Child and Family Social Work

Book Family Household And Work

Download or read book Family Household And Work written by Klaus F. Zimmermann and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 431 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last decades the appearance of a family has changed substantially. Not long ago a typical family consisted of an employed man and a home-managing woman living together for their whole life times, and having one or more children, which primarily were raised by the wife. Today differing living models are much more common than before. House husbands, late motherhood, and a delayed work entry of the children are some of the related phenomena, which at the same time are reasons for and consequences of the changed view on the favorite family. Not surprisingly, this change has provoked much scientific interest. In this book we present a collection of recent economic research work on the resources management and development of families and households respectively. Assorting three general topics, we focus on the time allocation within the household, the family structure and development, and the transition to work of young adults.

Book Sibling Dynamics in Academic Socialization Within the Family Context

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.

Book Family Structure and Educational Attainment

Download or read book Family Structure and Educational Attainment written by Miles Thomas Meidam and published by . This book was released on 1967 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book School Family and Community Partnerships

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Book Family Size and Achievement

Download or read book Family Size and Achievement written by Judith Blake and published by Univ of California Press. This book was released on 2022-07-15 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: The children born since the end of the postwar baby boom are the first in American history to come primarily from small families—families of three or fewer children. Judith Blake calls this momentous change the sibsize revolution, and this book focuses on the cognitive and educational consequences to children of families of different sizes. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1989.

Book Does Family Background Affect Educational Attainment Differently According to Family Structure Birth Order and Sex

Download or read book Does Family Background Affect Educational Attainment Differently According to Family Structure Birth Order and Sex written by Thomas Wells and published by . This book was released on 1995 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Does Family Structure Affect Children s Education Outcomes

Download or read book Does Family Structure Affect Children s Education Outcomes written by Donna K. Ginther and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Discussion Papers

Download or read book Discussion Papers written by Gary D. Sandefur and published by . This book was released on 1997 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: