Academic Socialization: Understanding Parental Influences on Children's School-Related Development in the Early Years
By L. Taylor, J. Clayton, Stephanie J. Rowley. 2004
357 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3c7fe50246f3b782f3917e544534e724bb66f2d1
How researchers see this paper
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In Clinical Psychology
In Education
- Jaime Puccioni
- A. Gregory
- Ria Novianti
- Meyke Garzia
- Robyn Beaman
- K. Wheldall
- Wei-bing Chen
- J. Buckingham
Citations in the corpus
- Why poor children are more likely to become poor readers: the early years (2014, background): “…directly affect children’s cognitive and academic development, such as the quality of the home learning environment (HLE) (Senechal and LeFevre 2002; Taylor, Clayton, and Rowley 2004; Mol and Bus 2011), children’s physical health and wellbeing (Malacova et al. 2009; Rothstein 2010), and…”
- Parental Engagement in Children's Online Learning During COVID-19 Pandemic (2020, background): “Taylor et al. (2004) suggest that more appreciation of the trust that inspires parents‟ decision about becoming engaged in their childrens‟ education is necessary.”
- Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, background): “Parental transition practices are considered to be specific parent–child interactions intended to prepare children for school and have been operationalized by actions such as reading to the child, saying the alphabet, and practicing counting (Barnett & Taylor, 2009; Taylor et al., 2004).”
- Parental Involvement as a Protective Factor During the Transition to High School (2009, background): “Student perceptions of their parents’ expectations for course grade achievement and educational attainment can be conceptualized as a form of academic socialization , defined by Taylor, Clayton, and Rowley (2004) as “parental beliefs and behaviors that influence children's school-related developm”