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What do parents teach their children? – The effects of parental involvement on student performance in Dutch compulsory education.

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Title: What do parents teach their children? – The effects of parental involvement on student performance in Dutch compulsory education.
Authors: Cabus, Sofie J. (AUTHOR), Ariës, Roel J. (AUTHOR)
Source: Educational Review. May2017, Vol. 69 Issue 3, p285-302. 18p. 5 Charts, 1 Graph.
Subjects: Compulsory education, Academic achievement, Parent participation in education, Education, Learning, Primary education, Secondary education
Geographic Terms: Netherlands
Abstract: Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children’s educational attainment. The oldest child then benefits the most in terms of educational outcomes. Estimates for the Netherlands show a robust negative relationship between birth order and parental involvement, and significant positive medium to large effects of parental involvement through birth order on various measures of academic achievement. Furthermore, our findings indicate that academic achievement is rooted in a school-supportive home climate, and often created by the mother. However, when it comes to math performance and grade retention, it is better that both parents unduly interfere with school. We also find that parents with low socio-economic status and from immigrant families are as much involved in the education of their children as the average Dutch family, but their involvement is less effective in terms of children’s learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What do parents teach their children? – The effects of parental involvement on student performance in Dutch compulsory education.
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  Data: <searchLink fieldCode="AR" term="%22Cabus%2C+Sofie+J%2E%22">Cabus, Sofie J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ariës%2C+Roel+J%2E%22">Ariës, Roel J.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. May2017, Vol. 69 Issue 3, p285-302. 18p. 5 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children’s educational attainment. The oldest child then benefits the most in terms of educational outcomes. Estimates for the Netherlands show a robust negative relationship between birth order and parental involvement, and significant positive medium to large effects of parental involvement through birth order on various measures of academic achievement. Furthermore, our findings indicate that academic achievement is rooted in a school-supportive home climate, and often created by the mother. However, when it comes to math performance and grade retention, it is better that both parents unduly interfere with school. We also find that parents with low socio-economic status and from immigrant families are as much involved in the education of their children as the average Dutch family, but their involvement is less effective in terms of children’s learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00131911.2016.1208148
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Parent participation in education
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      – SubjectFull: Secondary education
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      – SubjectFull: Netherlands
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              Text: May2017
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