The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment.

By P. Davis‐Kean. Journal of family psychology, 2005

2,622 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6cfb8c3802501e1ed6e857c91e40b5890df21ccd

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Citations in the corpus

Parenting style as an investment in human development (2018, background): “…find no (or only a weak) relationship between socioeconomic status and parental warmth (e.g., Patterson et al. 1989; Dodge et al. 1994; Davis et al. 2001; Davis-Kean 2005), while Guo and Harris (2000) and Yeung et al. (2002) are somewhat unique in reporting some evidence of a negative relationship.”
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal (2017, neutral): “Subsequently, these are thought to mediate the relation between parents’ educational level and children’s academic achievement (Davis-Kean, 2005).”
Education and Cognitive Functioning Across the Life Span (2020, background): “…influence their child’s access to higher education by providing greater social support, financial support, access to higher-quality primary and secondary education, and otherwise difficult-to-acquire pragmatic knowledge relevant to scholastic success (e.g., Davis-Kean, 2005; Hill & Tyson, 2009).”
Children's Effortful Control and Academic Competence: Mediation through School Liking (2007, neutral): “and access to learning opportunities (Davis-Kean, 2005).”
The role of family socioeconomic resources in the black-white test score gap among young children (2006, background): “With research suggesting that an additional year of parental education has equally strong associations with white and black children’s achievement (Davis-Kean, 2005; Phillips et al., 1998), it may be that diVerences in the average school quality white and black parents experience is not very…”
The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement (2018, neutral): “the adult, or the student’s family (Davies & Guppy, 1997; Davis-Kean, 2005; Sirin, 2005).”
Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “Indeed, they do; parent education, traits and style have all been associated with their children’s educational outcomes (e.g., for reviews see, Davis-Kean, 2005; Entwisle et al., 2005; Hill & Duncan, 1987; Mayer, 1997; Wildhagen, 2009) and with parent economic outcomes (Mayer, 1997).”
Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, background): “Moreover, much of the research has centered on Caucasian students and has not examined whether parental involvement facilitates student school motivation in similar ways for different ethnic groups (Davis-Kean, 2005).”
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences (2012, background): “…programs they have watched together, encouraging hobbies, and teaching them school readiness concepts, such as the alphabet, numbers, colors, and shapes (e.g., Bradley, Corwyn, Pipes McAdoo, & García Coll, 2001; Davis-Kean, 2005; Hart & Risley, 1995; Hoff, 2003; Hoff-Ginsberg & Tardif, 1995).”
The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs (2010, background): “Rather, the types of expectations that have the greatest impact are those that are subtle but understood by the child (Davis-Kean, 2005; Lancaster), such as parental sacrifice to save for the child’s college, low-stress communication, and a general agreement between the child and the parents on the…”
Influences of Parents' Education on Their Children's Educational Attainments: The Role of Parent and Child Perceptions. (2005, methodology): “Probably the most prominent and direct explanation of the link between parents’ education and their children’s academic achievement relies on the assumption that parents learn something during schooling that influences the ways in which they interact with their children around learning activities in”
A Matter of Time: Father Involvement and Child Cognitive Outcomes (2018, background): “Highly educated fathers dispose of a wider set of skills and sociocultural capital than lowly educated fathers, including problem solving, information seeking, and language abilities (Mirowsky & Ross, 2003) and hold higher expectations for their children (Davis-Kean, 2005).”
Parental Involvement Research: Moving to the Next Level (2011, background): “Instead, the type of expectations that possess the greatest impact are those that are subtle but understood by the child (Davis-Kean, 2005; Lancaster, 2004), such as a general agreement between the child and the parents on the value of a college education, parental sacrifice to save for the child’s…”