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1、外文文献Assets, parental expectations and involvement, and childrens educational performanceAbstractThis study examines the relationships between parental assets with their expectations and involvement of childrens education, and childrens educational performance measured 2 years later. Through the anal
2、ysis of the motherchild data set of the National Longitudinal Survey of Youth (NLSY79), results indicate that after controlling for family income and other parent characteristics, parental assets were positively related to childrens math and reading scores. Parental assets were also positively assoc
3、iated with their expectations and involvement of school activities. Furthermore, parent expectations partially mediated the relationship between assets and childrens educational performance. These findings imply that in order to improve childrens education, how to enhance parental assets warrants th
4、e consideration of public policy.Keywords: Assets; Childrens educational performance; Parent expectations; Parental involvement1. IntroductionEducational achievement is one of the most important predictors that may contribute to childrens future economic well-being . As such, in the last several dec
5、ades, studies have examined the possible impact of parental characteristics, such as family income and parental education, on childrens educational outcomes (e.g., Axinn, Duncan, & Thornton, 1997; Duncan, Brooks, Yeung, & Smith, 1998; Duncan, Brooks-Gunn, & Klebanov, 1994).This research, however, ha
6、s not paid adequate attention to the impact of parental assets on childrens education. For example, most studies on childrens well-being have used income as the only measure of parental economic resources. Within the small but now emerging area of wealth studies, income and assets are treated as two
7、 connected but distinct concepts (Oliver & Shapiro, 1995; Sherraden, 1991; Wolff, 1995). Empirical evidence is also generally supportive of the hypothesis that assets holding has independent effects (Page-Adams & Sherraden, 1997; Scanlon & Page-Adams, 2001). In addition, there are important distinct
8、ions between income and wealth when considering basic empirical patterns. For example, wealth inequality is generally more skewed than income inequality (Wolff, 2000). Given these considerations, it is important to examine the impact of parental assets as an independent indicator of household econom
9、ic status.Furthermore, theoretical perspectives have suggested that one of the important features of parental assets is that it may possibly first help enhance positive parental attitudes and behaviors, then leading, in turn, to positive intergenerational outcomes (Sherraden, 1991; Shobe & Page-Adam
10、s, 2001). Thus, in addition to investigating the direct effects of parental assets, it is also necessary to examine how parental assets affect childrens schooling through parent attitudes and parenting practices.To address these issues, this study aims to investigate the following two major research
11、 questions. First, what is the relationship between parent assets and childrens educational performance, after controlling for income and other parental characteristics? Second, do parental expectations and involvement mediate the associations between parental assets and childrens education?朗读显示对应的拉
12、丁字符的拼音字典 查看字典详细内容2. Background: theory and past research2.1. TheoryA large body of work from an economic deprivation perspective suggests the importance of family economic resources in childrens well-being (Becker, 1991, 1993; Becker & Tomes, 1986). Within this perspective, some scholars make a dist
13、inction between income and assets in terms of economic resources. For example, Sherraden (1991) highlights the importance of assets as more than a flow of income for current or deferred consumption. Assets are important because they can bring economic security, especially in times of hardship or eco
14、nomic stress. Perhapsmore important, assets may provide a stake and position in the society, change the way people think, and expand the array of available opportunities (Oliver & Shapiro, 1995; Sherraden, 1991).Based on these arguments, assets may directly and indirectly enhance the welfare of offs
15、pring, which serves as a theoretical framework for this study. First of all, assets can provide economic security and also are an important cushion during economic crisis, thus possibly reducing negative effects of unanticipated income losses on children. Second, assets accumulation may help improve
16、 positive attitudes and behaviors, enhance future orientation, and help people make specific plans with regard to work and family (DiPasquale & Glaeser 1999; Rossi & Weber, 1996; Yadama & Sherraden, 1996). For example, Yadama and Sherraden found that savings and house values had positive links with attitudes and behaviors, such as prudence, efficacy, horizons, and connectedness. These attitude changes then may lead to other positive s
