资产父母的期望和参与以及孩子的学习成绩毕业论文外文翻译Word文件下载.docx
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资产父母的期望和参与以及孩子的学习成绩毕业论文外文翻译Word文件下载.docx
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Children’seducationalperformance;
Parentexpectations;
Parentalinvolvement
1.Introduction
Educationalachievementisoneofthemostimportantpredictorsthatmaycontributetochildren’sfutureeconomicwell-being.Assuch,inthelastseveraldecades,studieshaveexaminedthepossibleimpactofparentalcharacteristics,suchasfamilyincomeandparentaleducation,onchildren’seducationaloutcomes(e.g.,Axinn,Duncan,&
Thornton,1997;
Duncan,Brooks,Yeung,&
Smith,1998;
Duncan,Brooks-Gunn,&
Klebanov,1994).
Thisresearch,however,hasnotpaidadequateattentiontotheimpactofparentalassetsonchildren’seducation.Forexample,moststudiesonchildren’swell-beinghaveusedincomeastheonlymeasureofparentaleconomicresources.Withinthesmallbutnowemergingareaofwealthstudies,incomeandassetsaretreatedastwoconnectedbutdistinctconcepts(Oliver&
Shapiro,1995;
Sherraden,1991;
Wolff,1995).Empiricalevidenceisalsogenerallysupportiveofthehypothesisthatassetsholdinghasindependenteffects(Page-Adams&
Sherraden,1997;
Scanlon&
Page-Adams,2001).Inaddition,thereareimportantdistinctionsbetweenincomeandwealthwhenconsideringbasicempiricalpatterns.Forexample,wealthinequalityisgenerallymoreskewedthanincomeinequality(Wolff,2000).Giventheseconsiderations,itisimportanttoexaminetheimpactofparentalassetsasanindependentindicatorofhouseholdeconomicstatus.
Furthermore,theoreticalperspectiveshavesuggestedthatoneoftheimportantfeaturesofparentalassetsisthatitmaypossiblyfirsthelpenhancepositiveparentalattitudesandbehaviors,thenleading,inturn,topositiveintergenerationaloutcomes(Sherraden,1991;
Shobe&
Page-Adams,2001).Thus,inadditiontoinvestigatingthedirecteffectsofparentalassets,itisalsonecessarytoexaminehowparentalassetsaffectchildren’sschoolingthroughparentattitudesandparentingpractices.
Toaddresstheseissues,thisstudyaimstoinvestigatethefollowingtwomajorresearchquestions.First,whatistherelationshipbetweenparentassetsandchildren’seducationalperformance,aftercontrollingforincomeandotherparentalcharacteristics?
Second,doparentalexpectationsandinvolvementmediatetheassociationsbetweenparentalassetsandchildren’seducation?
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2.Background:
theoryandpastresearch
2.1.Theory
Alargebodyofworkfromaneconomicdeprivationperspectivesuggeststheimportanceoffamilyeconomicresourcesinchildren’swell-being(Becker,1991,1993;
Becker&
Tomes,1986).Withinthisperspective,somescholarsmakeadistinctionbetweenincomeandassetsintermsofeconomicresources.Forexample,Sherraden(1991)highlightstheimportanceofassetsasmorethanaflowofincomeforcurrentordeferredconsumption.Assetsareimportantbecausetheycanbringeconomicsecurity,especiallyintimesofhardshiporeconomicstress.Perhaps
moreimportant,assetsmayprovideastakeandpositioninthesociety,changethewaypeoplethink,andexpandthearrayofavailableopportunities(Oliver&
Sherraden,1991).
Basedonthesearguments,assetsmaydirectlyandindirectlyenhancethewelfareofoffspring,whichservesasatheoreticalframeworkforthisstudy.Firstofall,assetscanprovideeconomicsecurityandalsoareanimportantcushionduringeconomiccrisis,thuspossiblyreducingnegativeeffectsofunanticipatedincomelossesonchildren.Second,assetsaccumulationmayhelpimprovepositiveattitudesandbehaviors,enhancefutureorientation,andhelppeoplemakespecificplanswithregardtoworkandfamily(DiPasquale&
Glaeser1999;
Rossi&
Weber,1996;
Yadama&
Sherraden,1996).Forexample,YadamaandSherradenfoundthatsavingsandhousevalueshadpositivelinkswithattitudesandbehaviors,suchasprudence,efficacy,horizons,andconnectedness.Theseattitudechangesthenmayleadtootherpositivesocial,economic,andintergenerationaloutcomes(Scanlon2001;
Page-Adams,2001).ShobeandPage-Adams(2001)highlightedtheindependentandmediatingroleoffutureorientation.Theysuggestedthatassetsmighthelppeoplefirstshapehopesandplans,whichinturnledtopositivesocialandeconomicoutcomes.Accordingtothisview,parentswithassetsmayperceiveabrighterfuturefortheirchildrenthanthosewhodonotholdanyassets.Thismaypositivelyaffectparentingbehaviorsandinvestmentandthusaffectchildren’seducationalattainment.
2.2.Assetsandchildren’seducation
Inthelastdecade,asmoreattentionhasbeengiventowealthasanaspectofhouseholdeconomicstatus,someempiricalstudieshaveexaminedtheimpactofhouseholdwealthonchildren’seducation.Thesestudieshavefocusedoninvestigatingdirecteffectsofparentalassetsonchildren’swell-being.Forexample,Mayer(1997)foundthatinvestmentincomeandinheritedincomeexplainedmorevarianceinchildren’seducationaltestscoresandachievementthandidtotalfamilyincome.Studiesalsoreportedthatchildrenweremorelikelytograduatefromhighschooliftheylivedinhouseholdswhereparentswerehomeowners(Aaronson,2000;
Green&
White,1997;
Kane,1994).
Severalrecentstudieshaveexaminedpossibleindependentanddistincteffectsofassetsfromincomeonchildren’seducation.Forexample,Conley(2001)indicatedthatparentalnetworthhadastrongeffectonthepostsecondaryschoolingofchildren–netofincomeandothermeasuresofsocioeconomicbackground.Williams(2004)foundthat,controllingformanyotherfactors,parentalwealth(networth,accountownershipandstock/IRAownership)waspositivelyassociatedwitheducationalachievementofchildren.Williamsalsofoundthattheeffectsoccurredevenamongveryincome-poorfamilies.Similarly,ZhanandSherraden(2003)foundthatlow-incomesinglemothers’assets(homeownershipandsavings)werepositivelyassociatedwithchildren’seducationalattainment.Furthermore,thisstudyfoundthatincomewasassociatedwitheducationalachievementwhenassetswerenotinthemodel;
however,therelationshipbetweenincomeandchildren’seducationdisappearedwhenassetswereincluded.
2.3.Parentalexpectationsandchildren’seducation
Parentswithhigherexpectationsfortheirchildrenaremorelikelytosethigherstandardsforheirchildren’sschoolingandsocialfunctioningthanparentswithlowerexpectations.Theyarealsomorelikelytotransmitthevaluesofdoingwellinschoolandofgettingalongwellwitheachersandpeers.Consequently,asconceptualizedinsomeliterature(Reynolds&
Lee,1991;
Reynolds&
Walberg,1992),parentexpectationsmaybeviewedasadimensionofthehomeenvironmentthatdirectlyaswellasindirectlyinfluenceschildren’sbehaviorsandachievement.
Empiricalliteratureprovidesconsistentsupportforthepositiverelationshipbetweenparentexpectationsoraspirationstowardtheirchildrenandtheirchildren’seducationalachievement(Axinnetal.,1997;
Furstenberg&
Hughes,1995;
Hanson,McLanahan,&
Thomson,1997;
Gill,1994;
Smith,Beaulieu,&
Seraphine,1995).Forexample,thestudybySmithetal.(1995)foundthatparentalexpectationoftheirchildren’scollegeattendancewasastrongandpositivepredictorofactualsubsequentcollegeattendanceoftheirchildrenacrossurban,suburban,towns,andruralareas.FurstenbergandHughes(1995)foundsimilarresultsamongAfrican-Americanteenagemothersandtheirchildren.
Inmostofthesestudies,parentexpectationsandaspirationsareviewedasindependenttraits.Theinfluenceofparentalassetsontheirexpectationsandthemediatingeffectsofexpectationsonthelinkbetweenparentresources(especiallyparentalassets)andchildren’swell-beinghaverarelybeenexamined.
2.4.Parentalinvolvementandchildren’seducation
Studieshavesuggestedthatparentalinvolvementofchildren’sactivitiesmaysignaltheroutethroughwhichaparent’sskillsandmotivationsaretransferredtochildrenandshouldbepositivelyassociatedwithchildren’scognitiveandotherdevelopment(Becker,1993;
Hill&
O’Neill,1994).Findingsfromempiricalstudies,however,arenotconsistent.Recentstudiesindicatethatwhileoverallitappearsthatparentinvolvementinschoolwasassociatedwithacademicoutcomes,parentinvolvementinthehomewasnot(Barnard,2004;
alsoseearecentmeta-analysisbyFan&
Chen,2001).Thedifferentoperationaldefinitionsofparentalinvolvementinthesestudiesmaypartiallycontributetotheinconsistentfindings(Fan&
Chen,2001).
Severalstudieshavealsonotedthedifferentialeffectsofparentalexpectationsandparentingbehaviorsonchildren’seducation.Theyindicatedthatparentalexpectationsandattitudes,ratherthanspecificbehaviorssuchasinvolvementinschoolactivities,b
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