适度
心理学
第九
发展心理学
学业成绩
土生土长的
人口普查
民族
考试(生物学)
人口学
社会心理学
人口
政治学
社会学
物理
古生物学
法学
生物
声学
生态学
作者
Andrew E. Koepp,Elizabeth T. Gershoff,Letícia J. Marteleto
摘要
In order to broaden findings beyond high-income countries, this study used path models to test associations between parent involvement and student achievement in Brazil using a 2017 census of public school students in fifth grade (N = 2,167,729, Mage = 11, 49 % female, 44% Parda, 29% White, 11% Black, 3% Asian, 3% Indigenous) and ninth grade (N = 1,782,899, Mage = 15, 51% female, 46% Parda, 29% White, 12% Black, 4% Asian, 3% Indigenous). Parent involvement showed positive associations with student reading and math achievement for fifth graders (βs = .11 & .09) but essentially null associations for ninth graders (βs = −.01). Students' homework completion mediated associations in both grades (βs = .03). Parent education was not a strong moderator of associations.
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