Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance.

TLDR

The study examined how parental behaviors, expectations, and quality of assistance influence children’s academic achievement. The study followed 187 low‑income mother‑child dyads from birth to third grade. Higher quality of maternal instruction before school entry boosted children’s IQ and later achievement, while stronger third‑grade expectations increased parental involvement, which in turn improved third‑grade achievement; overall, early parenting factors strongly predict academic outcomes.

Abstract

In this prospective, longitudinal study, the authors examined the relations among parental behaviors, parental expectations, and children's academic achievement. Participants were 187 low-income children and their mothers, studied from birth of the child through 3rd grade. Mothers' quality of instruction prior to school entry had significant direct effects on IQ and indirect effects on achievement in 1st and 3rd grades. Parental expectations in 3rd grade had significant direct effects on parental involvement in 3rd grade. Children's achievement in 1st grade had significant direct effects on parental involvement and expectations in 3rd grade. Parental involvement in 3rd grade had a significant direct effect on achievement in 3rd grade. Results suggest that early parenting factors are important for children's academic achievement.