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ERIC Number: EJ1009318
Record Type: Journal
Publication Date: 2013-Feb
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0143-0343
The Long-Term Effects of Early Parent Involvement and Parent Expectation in the USA
Froiland, John Mark; Peterson, Aubrey; Davison, Mark L.
School Psychology International, v34 n1 p33-50 Feb 2013
Building on social-cognitive theory and the expectancy-value theory, this study indicated that early parent expectations for children’s post-secondary educational attainment have a stronger effect on 8th-grade achievement than home-based parental involvement. With a nationally representative sample of kindergarten students and their parents in the United States of America, Structural Equation Modeling was employed in order to discern longitudinal effects on achievement via mediators. For instance, expectations held by parents in kindergarten exert much of their positive effect on adolescent academic achievement via expectations held in 8th grade. Student expectations (which are influenced by parental expectations) also significantly predict 8th grade achievement. Parent involvement in homework and grade checking in 8th grade has a slight negative effect on achievement. Home literacy in kindergarten predicts achievement in 8th grade indirectly via kindergarten achievement. These results indicate that parents can have a positive impact on academic achievement through early home literacy and maintaining a strong hope that their children will succeed in college. Because early parent expectations have long lasting effects on children, parent involvement interventions for young children need to be developed that also target elevating parental expectations. This study further clarifies the effects of the family environment on educational outcomes. (Contains 1 figure and 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education; Middle Schools; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey