Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance

By Michelle M Englund, A. Luckner, Gloria J. L. Whaley, B. Egeland. 2004

649 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/24fdb6f55dd4f921648fe366ad40d35a50b4b5de

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In Clinical Psychology

In Education

Citations in the corpus

Parent Involvement and Children's Academic and Social Development in Elementary School (2010, background): “later in elementary school or beyond (Englund et al., 2004; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Miedel & Reynolds, 1999).”
great expeCtatIons: the BIasIng eFFeCts oF reported ChIld BehaVIor proBlems on eduCatIonal expeCtanCIes and suBsequent aCademIC aChIeVement (2009, background): “…(patrikakou, 1996). this link may in part depend on parental involvement with children’s academic life and involvement in school activities (englund et al., 2004; spera, 2006; taylor & lopez, 2005). children whose parents encourage them to participate in extracurricular academics (e.g.,…”
The long-term effects of early parent involvement and parent expectation in the USA (2013, methodology): “A comparable single item measure of parent expectations has been used in various studies with elementary and middle school children (e.g. Englund et al., 2004; Wood et al., 2007).”
Effects of parental involvement on academic achievement: a meta-synthesis (2014, background): “students’ overall academic progress compared with their peers (Englund et al. 2004), or interviews with students, parents, or teachers, may influence the reliability of findings and result in unexpected and less accurate interpretations of this impact (Mattingly et al.”
Barriers to School Involvement: Are Immigrant Parents Disadvantaged? (2009, background): “Although much of the parental involvement literature is based on crosssectional studies, some work suggests that involvement depends on children’s achievement; parents modify and adjust their involvement on the basis of their children’s needs (Crosnoe; Englund et al., 2004; Muller, 1995).”
The role of parent expectations on adolescent educational aspirations (2011, background): “Parent education has been tied to both parental expectations, parent involvement in school and academic achievement in children (Englund et al. 2004).”
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement (2012, methodology): “These efinitions include Epstein’s (2001), framework of six types of amily and community involvement (parenting, communication, olunteering, learning at home, decision making, and collaborating ith the community) and Grolnick’s (Grolnick, Benjet, Kurowski, & postoleris, 1997; Grolnick & Slowiaczek, ”
The effects of parental reading socialization and early school involvement on children's academic performance: a panel study of primary school pupils in the Netherlands (2011, background): “The proposition that family characteristics early in a child’s life strongly impact later cognitive development and academic success has found empirical support (Alwin and Thornton, 1984; Bourdieu, 1997; De Graaf, De Graaf and Kraaykamp, 2000; Sénéchal and LeFevre, 2002; Englund et al., 2004).”
Parenting Styles: The Impact on Student Achievement (2008, background): “There is continued evidence to support the fact that when parents bridge the gap between home and school, children experience benefits in their psychological functioning as well as achievement (e.g., Englund et al., 2004; Steinberg, Lamborn, Dornbush, & Darling, 1995).”