资产，父母的期和参与，以及孩子的学习成绩毕业论文外文翻译.docVIP

外文文献 Assets, parental expectations and involvement, and children’s educational performance Abstract This study examines the relationships between parental assets with their expectations and involvement of children’s education, and children’s educational performance measured 2 years later. Through the analysis of the mother–child 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 children’s math and reading scores. Parental assets were also positively associated with their expectations and involvement of school activities. Furthermore, parent expectations partially mediated the relationship between assets and children’s educational performance. These findings imply that in order to improve children’s education, how to enhance parental assets warrants the consideration of public policy. Keywords: Assets; Children’s educational performance; Parent expectations; Parental involvement 1. Introduction Educational achievement is one of the most important predictors that may contribute to children’s future economic well-being . As such, in the last several decades, studies have examined the possible impact of parental characteristics, such as family income and parental education, on children’s educational outcomes (e.g., Axinn, Duncan, Thornton, 1997; Duncan, Brooks, Yeung, Smith, 1998; Duncan, Brooks-Gunn, Klebanov, 1994). This research, however, has not paid adequate attention to the impact of parental assets on children’s education. For example, most studies on children’s 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 connected but distinct concepts (Oliver Shapiro, 1995; Sherraden, 1991; Wolff, 1995). Empirical evidence is also generally supportive of the hypothesis that assets holding has indep