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ERIC Number: EJ789717
Record Type: Journal
Publication Date: 2008-May
Pages: 25
Abstractor: ERIC
ISSN: ISSN-0010-4086
The Varied Educational Effects of Parent-Child Communication: A Comparative Study of Fourteen Countries
Park, Hyunjoon
Comparative Education Review, v52 n2 p219-243 May 2008
In this article, the author compares the ways in which parent-child communication--a major indicator of parental involvement--influences children's educational achievement across 14 countries. Using data from the Programme for International Student Assessment (PISA), the author examines the extent to which social class differences in the effect of parent-child communication vary and relate to a nation's standardization of the education system. Here, he shows how educational standardization conditions the ways that parent-child communication produces varied benefits among students from lower and upper socioeconomic backgrounds. From this study, the author concludes that educational standardization may help lower SES parents maximize the positive effect of communication with the child by improving low SES parents' capacity for navigating the educational system. The result of the study for nonstandardized countries is not entirely consistent with the author's original hypothesis, which was that there would be greater benefits of parent-child communication for higher SES students under those nonstandardized systems. Instead, he found no strong evidence of differential effects by SES in most nonstandardized countries. (Contains 1 figure, 4 tables, and 7 footnotes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment