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.docx

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.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

外文文献

Assets,parentalexpectationsandinvolvement,andchildren’seducationalperformance

Abstract

Thisstudyexaminestherelationshipsbetweenparentalassetswiththeirexpectationsandinvolvementofchildren’seducation,andchildren’seducationalperformancemeasured2yearslater.Throughtheanalysisofthemother–childdatasetoftheNationalLongitudinalSurveyofYouth（NLSY79）,resultsindicatethataftercontrollingforfamilyincomeandotherparentcharacteristics,parentalassetswerepositivelyrelatedtochildren’smathandreadingscores.Parentalassetswerealsopositivelyassociatedwiththeirexpectationsandinvolvementofschoolactivities.Furthermore,parentexpectationspartiallymediatedtherelationshipbetweenassetsandchildren’seducationalperformance.Thesefindingsimplythatinordertoimprovechildren’seducation,howtoenhanceparentalassetswarrantstheconsiderationofpublicpolicy.

Keywords:

Assets;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&Shapiro,1995;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;Shobe&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;Reynolds&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