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Göteborgs universitets publikationer

Determinants of Country Differences in Effects of Parental Education on Children’s Academic Achievement

Författare och institution:
Kajsa Yang Hansen (Institutionen för pedagogik och specialpedagogik); Jan-Eric Gustafsson (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
the 6th IEA International Research Conference 24–26 June 2015, Cape Town, South Africa,
Konferensbidrag, övrigt
Sammanfattning (abstract):
The aim of the study was to identify determinants and mechanisms that can explain the substantial variation found in the relationship between parental education and school achievement across countries in a previous study. For the 37 countries participating in both PIRLS and TIMSS 2011, the previous study has estimated total, direct and indirect effects of parental education on reading, mathematics and science achievement in Grade 4. These estimates formed the empirical data of the current study. Several theories proposed to account for the variation were reviewed. In a first step of analysis the total, direct and indirect effects were described for the 37 countries, focusing on countries with a high and low level in these three respects. In the second step of analysis, two indicators of characteristics of the educational system, the Gini index as a measure of degree of economic inequality and the HDI as a measure of general societal development, were related to the estimated coefficients. The results show that the Gini index was negatively correlated with the indirect effect of parental education on reading achievement and to a lesser extent on mathematics achievement.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Pedagogik ->
Internationell pedagogik
Postens nummer:
Posten skapad:
2015-10-02 23:22

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