The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: a path analysis using the ECLS-K database

By Mingxue Xu, Susan N. Kushner Benson, Renee Mudrey-Camino, R. Steiner. 2010

155 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a69a222b8276785cf5b62f9dc74b9d586a7a64f2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Ulrich Trautwein
2. F. Baeriswyl
3. H. Dumont
4. Sandra Moroni
5. Alois Niggli
6. Sira Park
7. S. Holloway
8. Jianzhong Xu

In Education

1. Alois Niggli
2. Ulrich Trautwein
3. Sira Park
4. H. Dumont
5. F. Baeriswyl
6. Sandra Moroni
7. S. Holloway
8. O. Lüdtke

Citations in the corpus

• The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study (2017, methodology): “For instance, using the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K; National Center for Education Statistics [NCES], 2001), Xu et al. (2010) measured school-based PI by averaging six items regarding private-good activities (attending the school’s open house, back-to-school…”
• The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, methodology): “Based on these meta-analyses as well as on more recent studies (Fan &Williams, 2010; Karbach et al., 2013; M€agi, Lerkkanen, Poikkeus, Rasku-Puttonenn, & Nurmi, 2011; Xu et al., 2010; You & Nguyen, 2011), it can be concluded that parental involvement has an effect on students’ academic achievement.”