Parents' academic expectations, children's perceptions, and the reading achievement of children at varying risk Public Deposited

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  • March 21, 2019
Creator
  • Stern, Michelle H.
    • Affiliation: School of Education
Abstract
  • The purpose of this study was to examine how parents' academic expectations, and children's perceptions of those expectations, are related to the reading achievement of elementary school students, and how these relationships may differ for students at varying risk for poor reading. The study included data from a sample of 94 third and fourth grade students and their primary caretakers. Standardized measures of reading achievement along with experimental measures of academic expectations were administered to participants. Data were analyzed with the overall sample, and for subgroups of students at lower and higher risk for poor reading achievement, n = 64 and 30, respectively. Results suggested that when parents' expectations and children's perceptions, represented by composite scores, were examined together in one model, only parents' reports of their academic expectations were significantly related to the reading achievement of the overall sample. While parents' reported expectations were significantly related to end of year reading achievement for the lower risk group, neither parents' reports nor children's perceptions were significantly related to the reading achievement of the higher risk group. When different definitions of parents' academic expectations were examined as individual contributors, as opposed to a composite score, parents' estimates of their children's reading performance as compared to peers was most predictive of children's reading achievement for the overall sample and for children at lower risk for poor reading. In contrast, only parents' expectations for how much their child would like reading compared to peers was significantly related to the reading achievement of children at higher risk for poor reading. Parents' academic expectations for children's report card grades in reading and future educational attainment were also examined; however, their influence was more limited. This study contributed to the parent expectation literature by examining both parents' academic expectations and children's perceptions in elementary school aged children, as well as in children at higher risk for poor reading. Further, examining multiple definitions for academic expectations in one analysis allowed for a comparison of those individual items most significantly related to reading achievement.
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  • In Copyright
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  • Flowers, D. Lynn
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  • Open access
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