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A platform for research: civil engineering, architecture and urbanism
The Influences of Socioeconomic Status on Parental Educational Expectations: Mediating and Moderating Effects
Previous research found positive correlations among family socioeconomic status, parental educational expectations, and children’s academic performance. However, more research is needed to validate the mediation effects of teacher–parent communication on family socioeconomic status and parental educational expectations. Employing multilevel path analysis of SPSS, the present study aims to examine the mediating and moderating mechanisms between socioeconomic status and educational expectations by establishing a framework incorporating socioeconomic status, educational expectations, teacher–parent communication, and coronavirus anxiety. We create a large sample of K-12 school students’ parents from southeastern China (N = 4403). The findings show that socioeconomic status positively influences parental educational expectations, socioeconomic status influences educational expectations through teacher–parent communication and coronavirus anxiety moderates the effect of socioeconomic status on teacher–parent communication. This research highlights how teacher–parent communication reflects the relationship between socioeconomic status and educational expectations in Chinese families in the post-COVID-19 era. The practical implications of these findings for parents, teachers, and schools are discussed.
The Influences of Socioeconomic Status on Parental Educational Expectations: Mediating and Moderating Effects
Previous research found positive correlations among family socioeconomic status, parental educational expectations, and children’s academic performance. However, more research is needed to validate the mediation effects of teacher–parent communication on family socioeconomic status and parental educational expectations. Employing multilevel path analysis of SPSS, the present study aims to examine the mediating and moderating mechanisms between socioeconomic status and educational expectations by establishing a framework incorporating socioeconomic status, educational expectations, teacher–parent communication, and coronavirus anxiety. We create a large sample of K-12 school students’ parents from southeastern China (N = 4403). The findings show that socioeconomic status positively influences parental educational expectations, socioeconomic status influences educational expectations through teacher–parent communication and coronavirus anxiety moderates the effect of socioeconomic status on teacher–parent communication. This research highlights how teacher–parent communication reflects the relationship between socioeconomic status and educational expectations in Chinese families in the post-COVID-19 era. The practical implications of these findings for parents, teachers, and schools are discussed.
The Influences of Socioeconomic Status on Parental Educational Expectations: Mediating and Moderating Effects
Mohan Zhang (author) / Yun Hu (author) / Yuanna Hu (author)
2023
Article (Journal)
Electronic Resource
Unknown
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