Influence of misaligned parents’ aspirations on long-term student academic performance

OnderzoeksoutputAcademicpeer review

11 Citaten (Scopus)

Samenvatting

This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and teacher expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to teacher expectation bias.
Originele taal-2English
Pagina's (van-tot)232-257
Aantal pagina's26
TijdschriftEducational Research and Evaluation: An International Journal on Theory and Practice
Volume21
Nummer van het tijdschrift3
DOI's
StatusPublished - 2015

Citeer dit