Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance
The purpose of this study was to examine what predicted parental involvement based on children’s report and whether parental involvement serves as an advantage to children’s math and reading abilities and academic performance. This study included 380students (179 boys and 201 girls) in 3rd, 4th, and...
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Hmong Studies Journal
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doaj-c69c69b5d1444fa59932c43790b0a4ec2020-11-25T02:45:40ZengHmong Studies JournalHmong Studies Journal1091-17741091-17742019-12-01201139Influence of Perceived Parental Involvement on Hmong Children’s Academic PerformanceZha Blong Xiong0Kyle Nickodem1Jordan St. Charles2Sun-Kyung Lee3Jacqueline Braughton4Chen Vue5Nancy Lo6 University of Minnesota University of Minnesota University of Minnesota University of Minnesota University of Minnesota University of Minnesota University of MinnesotaThe purpose of this study was to examine what predicted parental involvement based on children’s report and whether parental involvement serves as an advantage to children’s math and reading abilities and academic performance. This study included 380students (179 boys and 201 girls) in 3rd, 4th, and 5thgrades from five Hmong-focused charter schools in Minnesota. It was found that gender, number of siblings, and temperament were predictive of home-based parent involvement, while ethnicity, temperament, and language spoken with parents was predictive of school-based parent involvement. Subsequently, school-based parent involvement was predictive of children’s self-report academic competence and academic performance.Overall, the model explains 8.3% and 21.7% of the variation in home-and school-based involvement, respectively, and explains 11.9% and 4.1% of the variation in reported academic competence and academic performance, respectively. The study ends with some implications and future research with Hmong students and parentshttps://www.hmongstudiesjournal.org/uploads/4/5/8/7/4587788/xiongetalhsj20.pdfhmong american familiesparental involvementhmong education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Zha Blong Xiong Kyle Nickodem Jordan St. Charles Sun-Kyung Lee Jacqueline Braughton Chen Vue Nancy Lo |
spellingShingle |
Zha Blong Xiong Kyle Nickodem Jordan St. Charles Sun-Kyung Lee Jacqueline Braughton Chen Vue Nancy Lo Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance Hmong Studies Journal hmong american families parental involvement hmong education |
author_facet |
Zha Blong Xiong Kyle Nickodem Jordan St. Charles Sun-Kyung Lee Jacqueline Braughton Chen Vue Nancy Lo |
author_sort |
Zha Blong Xiong |
title |
Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance |
title_short |
Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance |
title_full |
Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance |
title_fullStr |
Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance |
title_full_unstemmed |
Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance |
title_sort |
influence of perceived parental involvement on hmong children’s academic performance |
publisher |
Hmong Studies Journal |
series |
Hmong Studies Journal |
issn |
1091-1774 1091-1774 |
publishDate |
2019-12-01 |
description |
The purpose of this study was to examine what predicted parental involvement based on children’s report and whether parental involvement serves as an advantage to children’s math and reading abilities and academic performance. This study included 380students (179 boys and 201 girls) in 3rd, 4th, and 5thgrades from five Hmong-focused charter schools in Minnesota. It was found that gender, number of siblings, and temperament were predictive of home-based parent involvement, while ethnicity, temperament, and language spoken with parents was predictive of school-based parent involvement. Subsequently, school-based parent involvement was predictive of children’s self-report academic competence and academic performance.Overall, the model explains 8.3% and 21.7% of the variation in home-and school-based involvement, respectively, and explains 11.9% and 4.1% of the variation in reported academic competence and academic performance, respectively. The study ends with some implications and future research with Hmong students and parents |
topic |
hmong american families parental involvement hmong education |
url |
https://www.hmongstudiesjournal.org/uploads/4/5/8/7/4587788/xiongetalhsj20.pdf |
work_keys_str_mv |
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