Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups.

By Sehee Hong, H. Ho. 2005

385 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/162555333829cbb1f8cce3d0d963cdcfcb9d6f1c

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Citations in the corpus

Testing a Conception of How School Leadership Influences Student Learning (2010, background): “Emerging as most important in Hattie’s review and other research (see Hong & Ho, 2005) are the academic and occupational aspirations and expectations for children of parents, guardians, and other significant members of their immediate community.”
Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A cross‐cultural comparison (2007, background): “Parental involvement can be seen as part of a larger mediation structure whereby parents are able to transfer their beliefs, aspirations, and expectations to their children, affecting, in turn, their children’s academic achievement (Epstein, 1991 ; Hong & Ho, 2005 ; Keith et al, 1998 ).”
Parenting Styles: The Impact on Student Achievement (2008, background): “Chang and McBride-Chang (1998) focused on the effects of parenting style differences on adolescents in Hong Kong and concluded that adolescents who rated highest in life satisfaction tended to be more ‘‘parent-oriented’’ and less ‘‘peer-oriented.’’ In addition, their view is such that Chinese and We”
Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis (2009, background): “Hong and Ho (2005) investigated both direct and indirect longitudinal effects of various parental involvement variables on adolescents’ academic achievement via three mediating factors: students’ locus of control, self-esteem, and educational aspiration.”
Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective (2016, neutral): “…that both parental expectancy (e.g., Bois, et al., 2002; Neuenschwander, et al., 2007; Simpkins, Fredricks, & Eccles, 2012) and involvement (e.g., Hong & Ho, 2005; Luo, et al., 2013; Trautwein, Ludtke, Kastens, et al., 2006) were associated with students’ own control-related and value-related…”
Parent involvement at school entry: A national examination of group differences and achievement (2011, methodology): “Utilizing data from the National Assessment of Educational Progress (NAEP), Hong and Ho (2005) reported that the longitudinal effects of parental involvement as related to achievement differed by ethnicity.”
Multivariate longitudinal methods for studying developmental relationships between depression and academic achievement (2007, positive): “Achievement and depression Longitudinal studies of achievement (Hong & Ho, 2005; Jimerson, Egeland, & Teo, 1999; Kowalski-Jones & Duncan, 1999; B. Muthén & Khoo, 1998) and depression (Galambos, Leadbeater, & Barker, 2004; Hankin, Abramson, & Moffitt, 1998; Rushton, Forcier, & Schectman, 2002) have…”
Effects of Parent’s Gender, Child’s Gender, and Parental Involvement on the Academic Achievement of Adolescents in Single Parent Families (2007, background): “There is substantial evidence that parental involvement in school is associated with children’s academic achievement (Bacete & Rodriguez, 2004; Hong & Ho, 2005; Sheldon & Epstein, 2005), yet relatively few researchers have investigated the contributions that single fathers and mothers make to thei”
The impact of attitudes and aspirations on educational attainment and participation (2012, background): “76 Summary of what works involvement, and seek solutions like aligning goals and language, and allowing flexible participation to suit differing life contexts (Hornby and Lafaele, 2011).”
The Reciprocal Relationship Between Parental Involvement and Mathematics Achievement: Autoregressive Cross-Lagged Modeling (2010, background): “Parental involvement reflects such diverse dimensions ranging from parental aspirations, expectations, interests, and attitudes and beliefs regarding education, to more active parental participation in specific activities ( Hong & Ho, 2005 ).”
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement (2012, background): “…whether family involvement was a mediating mechanism by which school efforts to engage families translate ood R i h k 1 a m d f v w A o d f i W 2 1 f n u m a t t c d p t l s i a i 1 i c ( c n w e a m M 2 i o i s 2 t l K & i t 2 i C. Galindo, S.B. Sheldon / Early Childh nto children’s academic…”
TIMSS 2011 International Results in Mathematics. (2012, background): “For example, researchers studying longitudinal effects in the United States found that more communication between parents and students and higher parents’ aspirations resulted in higher student achievement (Hong & Ho, 2005).”
Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation. (2012, background): “In this vein, children’s autonomous motivation and feelings of agency have been found to underlie the effect of parents’ involvement on their achievement (e.g., Grolnick et al., 1991; Grolnick & Slowiaczeck, 1994; Hong & Ho, 2005).”