The Effects of Teacher Self-Efficacy and Immigrant Parent’s Characteristics and Involvement in Learning Activities on Children’s School Readiness (abstract only)  

Oleh:

Park, Young-Hee

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 195.
Topik: teacher’s self-efficacy; immigrant parental involvement; English proficiency; school readiness
Fulltext: Hong Kong-Conference 25.pdf (282.0KB)

Isi artikel

This study examined the effects of teacher’s self-efficacy and immigrant parent’s characteristics, parent-children home activities, and parental school involvement on school readiness of children. Data for the study was obtained from the Early Childhood Longitudinal Survey – a kindergarten cohort (ECLS-K). 3,684 children and their parents and kindergarten teachers were selected. To analyze the association among them, structural equation model (SEM) was used. From the results, immigrant parents with the higher socioeconomic status (SES) and the English proficiency are more likely to be involved in learning activities with children. However, the teachers who were higher self-efficacy did not encourage immigrant parents to be involved in children’s education. Finally, immigrant parents with more involvement in learning activities with children contributed to successful school readiness of children.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali