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The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children

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  • Poon, Kean

Abstract

Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement.

Suggested Citation

  • Poon, Kean, 2020. "The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children," International Journal of Educational Development, Elsevier, vol. 75(C).
    • Handle: RePEc:eee:injoed:v:75:y:2020:i:c:s0738059319309009
    DOI: 10.1016/j.ijedudev.2020.102175
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    References listed on IDEAS

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    Cited by:

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    5. Jeffrey M. DeVries & Carsten Szardenings & Philipp Doebler & Markus Gebhardt, 2021. "Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading," Social Sciences, MDPI, vol. 10(1), pages 1-17, January.
    6. Alam, Gazi Mahabubul, 2021. "Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19," Technology in Society, Elsevier, vol. 66(C).
    7. Dong Yang & Peng Chen & Kai Wang & Zhuoran Li & Chen Zhang & Ronghuai Huang, 2023. "Parental Involvement and Student Engagement: A Review of the Literature," Sustainability, MDPI, vol. 15(7), pages 1-17, March.
    8. Md. Abdur Rahman Forhad & Gazi Mahabubul Alam & Mamunur Rashid & Afruza Haque & Md. Sawgat Khan, 2022. "Sustainable Development in Higher Engineering Education: A Comparative Study between Private and Public Polytechnics," Sustainability, MDPI, vol. 14(13), pages 1-17, July.
    9. Mengling Zhang & Zhenlin Weng & Zhaojiu Chen & Feng Wu, 2022. "Land Endowment and Parental Educational Investment in Rural China," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
    10. Tianxue Cui & Emily Hongzhen Cheng & Chester Chun Seng Kam & Qimeng Liu, 2023. "A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 671-688, April.
    11. Kang, Yankun & Liang, Shuyuan & Bai, Caiquan & Feng, Chen, 2020. "Labor contracts and parents’ educational expectations for children: Income effect or expected effect?," Children and Youth Services Review, Elsevier, vol. 118(C).

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