The Effect of Parents’ Education and Income on Children’s School Performance: the Mediating Role of the Family Environment and Children’s Characteristics, and Gender Differences

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378025%3A_____%2F22%3A00558358" target="_blank" >RIV/68378025:_____/22:00558358 - isvavai.cz</a>

Výsledek na webu

<a href="https://polish-sociological-review.eu/The-Effect-of-Parents-Education-and-Income-non-Children-s-School-Performance-nthe,151509,0,2.html" target="_blank" >https://polish-sociological-review.eu/The-Effect-of-Parents-Education-and-Income-non-Children-s-School-Performance-nthe,151509,0,2.html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26412/psr218.06" target="_blank" >10.26412/psr218.06</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Effect of Parents’ Education and Income on Children’s School Performance: the Mediating Role of the Family Environment and Children’s Characteristics, and Gender Differences

Popis výsledku v původním jazyce

This study investigated the effects of family socioeconomic status on children’s academic performance as mediated by their home environment and children’s characteristics, with special attention to gender differences. Structural modeling was applied to a nationally representative Czech Household Panel Survey data (2015/2016). The results revealed that socioeconomic status had no significant direct effects on school performance after controlling for other family aspects. The effects of parental education and income were transmitted by parents’ aspirations for their children, positive parenting, and literacy environment. Home environment, in turn, affected children’s aspirations, general well-being, and interest in books, which directly enhanced children’s school grades. Indeed, children’s characteristics were found to be the strongest predictors of their school performance. The gender analyses showed that the effects of parental characteristics were directly related to boys’ achievement, however, for girls, the effects of parental characteristics operated indirectly through girls’ aspirations, well-being, and interest in books.

Název v anglickém jazyce

The Effect of Parents’ Education and Income on Children’s School Performance: the Mediating Role of the Family Environment and Children’s Characteristics, and Gender Differences

Popis výsledku anglicky

This study investigated the effects of family socioeconomic status on children’s academic performance as mediated by their home environment and children’s characteristics, with special attention to gender differences. Structural modeling was applied to a nationally representative Czech Household Panel Survey data (2015/2016). The results revealed that socioeconomic status had no significant direct effects on school performance after controlling for other family aspects. The effects of parental education and income were transmitted by parents’ aspirations for their children, positive parenting, and literacy environment. Home environment, in turn, affected children’s aspirations, general well-being, and interest in books, which directly enhanced children’s school grades. Indeed, children’s characteristics were found to be the strongest predictors of their school performance. The gender analyses showed that the effects of parental characteristics were directly related to boys’ achievement, however, for girls, the effects of parental characteristics operated indirectly through girls’ aspirations, well-being, and interest in books.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50401 - Sociology

Projekt

<a href="/cs/project/GA19-15303S" target="_blank" >GA19-15303S: Proměna genderových nerovností v českém školství a na trhu práce: dynamika, příčiny a důsledky</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Polish Sociological Review

ISSN

1231-1413

e-ISSN

1231-1413

Svazek periodika

218

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

25

Strana od-do

247-271

Kód UT WoS článku

000922061500006

EID výsledku v databázi Scopus

2-s2.0-85133410419