the effects of parental education and family income

8/19/2019 The Effects of Parental Education and Family Income

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The Effects of Parental Education and Family Income onMother-Child Relationships, Father-Child Relationships,and Family Environments in the People's Republic of

ChinaARTICLE in FAMILY PROCESS 51(4):483-97 · DECEMBER 2012 with 29 READSImpact Factor: 1.73 · DOI: 10.1111/j.1545-5300.2011.01380.x · Source: PubMed

•

1st Xiao Zhang

40.88 · Beijing Forestry U niversity

ABSTRACT

sin! a cross-sectional desi!n "ith #$% Chinese children a!ed &- yearsand their parents, this study e(amined the effects of socioeconomic status,specifically parents' education and family income, on the children'smother-child relationships, father-child relationships, and the social

environment in their families) The results indicated that incomene!atively predicted conflict in father-child relationships and positivelypredicted family active-recreational environments) Income also positivelypredicted family cohesion amon! !irls but not boys) Maternal educationne!atively predicted conflict in mother-child relationships and positivelypredicted closeness in mother-child and father-child relationships, familycohesion, and the intellectual-cultural and active-recreationalenvironments in the family) Paternal education positively predicted family

cohesion and intellectual-cultural and active-recreational environments)Income "as found to partially mediate the effects of both maternal andpaternal education on family active-recreational environments) Findin!sare discussed in the frame"or*s of the family stress model and the familyinvestment model)https://www.researchgate.net/publication/233899527_The_Efects_o _ arental_E!ucation_an!_"a#il$_%nco#e_on_&other'(hil!_)elationships_"ather'(hil!_)elationships_an!_"a#il$_En*iron#ents_in_the_ eople+s_)epublic_o _(hina

https://www.researchgate.net/journal/1545-5300_Family_Processhttps://www.researchgate.net/deref/http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpubmed%2F23230980https://www.researchgate.net/deref/http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpubmed%2F23230980https://www.researchgate.net/profile/Xiao_Zhang89https://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/deref/http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpubmed%2F23230980https://www.researchgate.net/profile/Xiao_Zhang89https://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/publication/233899527_The_Effects_of_Parental_Education_and_Family_Income_on_Mother-Child_Relationships_Father-Child_Relationships_and_Family_Environments_in_the_People's_Republic_of_Chinahttps://www.researchgate.net/journal/1545-5300_Family_Process


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Efects o "a#ilies %nco#e on -tu!ents ca!e#ic chie*e#ent

Introduction

-tu!ents learning are !iferent ro# ti#e to ti#e. ne o the i#portantele#ents in our e!ucation these !a$s is technolog$. To learn an! teach better0both stu!ents an! teachers #ust be a ware o new things. %n the e!ucationprocess the stu!ents are the i#portant ele#ent in schools. The$ nee! to ollowan! catch what the$ learn in school an! tr$ to appl$ it bac1 ho#e. To !o this0stu!ents nee! to ha*e the #aterial insi!e an! outsi!e schools. % belie*e thatschools can help stu!ents an! pro*i!e the# with what the$ nee! to reach theiraca!e#ic achie*e#ent. owe*er0 not each a#il$ can help their stu!ents

outsi!e schools with all the #aterials or technolog$ the$ nee!. s a result0 thea#il$ inco#e can pla$ an i#portant role in stu!ent s achie*e#ent.

The a#il$ inco#e0 high or low0 can ha*e its i#pact on stu!ent s achie*e#entin all their learning $ears. -ince the$ are in their earl$ $ears0 their a#il$inco#es can efect their e!ucation. -o#e schools an! collages #a$ loo1care ull$ to this point. The$ #a$ as1 or the a#il$ resources an! how can the$pa$ their chil!ren tuitions. therwise the$ #a$ not ha*e a place in thatcollage. % the a#il$ has high inco#e at the earl$ o the stu!ent learning0 #a$help to accept hi#/her at that school. 4hich is #a1e a huge !iferent ro# thatstu!ent whose a#il$ has a high inco#e in his late learning u#lu#0 26 .

nother !iference is the en*iron#ent i#pact o the a#ilies with high/lowinco#e to their chil!ren learning. -o#e stu!ents ro# low inco#e ha*e!i culties to un!erstan! or learn as ast as others. Their *ocabular$ can be

less an! not that #uch as the other stu!ents ro# !iferent bac1groun!. lso0their wa$ o learn an! un!erstan! are !iferent ro# others0 because theirparents #a$ not help the# at ho#e or the$ ha*e single parent. % the$ arepoor then their parents #ust wor1 all the !a$ or the#0 which will be no ti#e tohelp their chil!ren with ho#ewor1. nother thing is the stress the$ ha*e an!their a#il$ at ho#e. These #a$ afect their gra!es because no one help the#or e*en0 so#eti#es0 care about their success in schools ensen0 26 3 .


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-o#e schools #a$ help an! support stu!ents ro# low'inco#e a#ilies. The$can pro*i!e the# with co#puters an! so#e #aterials or better learning.

These 1in!s o schools are built to help these stu!ents outsi!e schools;e#s1i0 26 . This is the #ost popular proble# or stu!ents. ecte! the# in another because o their a#il$ inco#e. The purpose othis stu!$ is to in*estigate the efect o a#il$ inco#e on stu!ent achie*e#ent.

Review of the Literature

@ow'inco#e a#il$ has been a proble# in chil!ren e!ucation in the Anite!-tates. %n the proble# state#ent the h$potheses is about the efect o low'inco#e a#il$ to the chil! aca!e#ic achie*e#ent. The Buestion is how can thelow inco#e efect these chil!ren aca!e#ic achie*e#entC The en*iron#ent othe a#il$ can be afecte! their chil!ren achie*e#ent weather its poor or not.

The stu!ies that % re*iewe! below can show these i#pacts to the stu!ent sachie*e#ent.

Diao 26 2 e a#ine! stu!ents an! their a#ilies inco#e in (hina. e stu!ies

al#ost F67 stu!ents in their earl$ $ears. The stu!$ #easure stu!ents rea!ings1ills an! obser*e! a#ilies in their ho#e. lso0 it too1 part in the a#iliesho#e an! in the stu!ent s s1ills. &oreo*er0 it was well'organiGe! stu!$ withthe chosen chil!ren an! the process o #easuring the# an! their a#ilies. Theresults with nu#bers were *er$ clear an! shows how can the a#ilies inco#eafecte! their chil!ren learning Hhang0 26 2 .


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nother stu!$ that has been re*iewe! is b$ ;a*is0 Ior!on0 an! ?urns0 26 .%n this stu!$ the authors showe! another e a#ple o the low'inco#e a#iliesan! their chil!ren e!ucation0 who are sufering ro# asth#a. These 1in!s ochil!ren are ha*ing proble# with e!ucation since their preschool. The authorrepresent that stu!ents absences afecte! their e!ucation an! how their a#il$

are ha*ing proble# with their #e!ical cares. The author !i! not show #etho!sor results but it showe! acts about chil!ren ro# earl$ chil!hoo!. Thesestu!ents are behin! others ro# !iferent a#il$ bac1groun! that is sufering

ro# asth#a too. The a#il$ inco#e can afecte! their chil!ren e!ucation intheir earl$ $ears ;a*is0 Ior!on0 J?urns0 26 .

braha#0 (rais0 an! Kernon'"eagans 26 3 re*iewe! the thir! stu!$ o low'inco#e a#il$ an! their chil!ren e!ucation. The stu!$ shows how the #otherlanguage can afect her chil!ren e!ucation. The languages !iferences areresults o the low inco#e an! en*iron#ents o the #others. This stu!$ too1#onths ro# *ariet$ chil!ren an! ho#es. The results were *er$ clear an! showhow stu!ents can learn ro# their #others. The percentage represents howstu!ents learning are connecte! to their ho#es. The language that #othersuse! with their chil!ren can afect their e!ucation s1ills. %n the stu!$0 #otherswith low inco#e are using si#ple sentences an! *ocabularies with theirchil!ren. n the other han!0 co#ple sentences an! *ocabularies are use!

ro# high'inco#e #others with their chil!ren.

-ean 26 3 represents in his stu!$ how stu!ents ro# a#ilies with highinco#e are ha*ing best per or#ance than low'inco#e a#ilies stu!ents. isstu!$ too1 a place in Anite! -tates or se*eral $ears. e shows how ti#ing isi#portant or the a#ilies inco#e. The i#pact o the inco#e can be shown in

the earl$ o the stu!ent s learning. This #a$ show better results to thestu!ent s aca!e#ic achie*e#ent. &oreo*er0 stu!ents ro# high inco#e ha*ethe opportunit$ to get in an$ collages or uni*ersities than others.

Lath$ 26 3 wrote a stu!$ a bout so#e strategies to help an! supportstu!ents ro# poor co##unities. These stu!ents nee! #oti*ate an! so#e helpto buil! their s1ills. )ea!ing is one o the s1ills that this stu!$ shows as ane a#ple. The stu!$ represents so#e wa$s to help stu!ents with rea!ing in


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su##er an! school ti#e. &oreo*er0 stu!ents ro# poor areas !o not learn!uring their su##ers. Teachers nee! to help an! !irect their stu!ents to wor1in their s1ills.

Research Questions and Hypotheses

The purpose o this stu!$ is to in*estigate the efect o a#il$ inco#e onstu!ent achie*e#ent. The h$pothesis or this research is about stu!ents whoha*e higher a#ilies inco#e are ha*ing better e!ucation than those who ha*elower inco#e. The research Buestions o this stu!$ are as ollows:

M %s there a relationship between a#il$ inco#e an! stu!ent achie*e#entC

;o stu!ent s un!erstan!ings0 whose a#ilies are ro# low inco#e0 are slowerthan othersC

M ;o schools !istinguish stu!ents accor!ing to their a#ilies inco#eC

M ow can teachers help stu!ents ro# low'inco#e a#ilies or better successC

Signi cance of the Proposed Study

The a#il$ inco#e is a serious proble# that #a$ ace the stu!ent s success.-chools an! teachers #ust ha*e a bac1groun! about the stu!ent s a#il$inco#e. ll stu!ents cannot !o so#e ho#ewor1 an! assign#ents with #an$reBuire#ents. ect with high price reBuire#ents. 4hen teachers e*aluate stu!ents0 the$nee! to be care ul about this point. -uch a stu!$ #a$ help teachers an!stu!ents to ha*e an i!ea about reBuire#ents o the class. ccor!ing to that0

teachers will as1 or assign#ents that #ostl$ all stu!ents can !o an! ha*e theabilit$ to !o it. -tu!ents will not sufer or eel ba! o not ha*ing what othersha*e.

Methods and Procedures

Research Design


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The stu!$ uses a correlational !esign an! #etho!olog$ to a!!ress the researchBuestions abo*e. -ince it in*estigates a relationship between two *ariables.

This stu!$ will ta1e a place in three !iferent areas in one state.


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%n the a#il$ sur*e$ it will be #entione! the stu!$ an! the purpose o it. Thea#ilies will ha*e 2 !a$s to answer this sur*e$. 4hen the$ !one with the

sur*e$0 the$ will be gathere! with the chil!ren answers papers. n! put the#in =les to be e a#ine! an! stu!$ how the poor en*iron#ent an! parents lowinco#e can afect their chil!ren aca!e#ic achie*e#ent.

Instrumentation

n instru#ent o the a#il$ inco#e was !e*elope! to assess stu!ent sachie*e#ent. The instru#ent o the sur*e$ has three sections. The =rst sectionis about stu!ent s abilit$ o rea!ing0 writing an! spea1ing. The secon! sectionis or stu!ents too an! it is about their bac1groun!. There will be si Buestionsso#e o the# are #ultiple choices an! others =ll in the blan1. The =nal section

o the instru#ent is or parents. The$ will ha*e si Buestions to be answere!.-o#e Buestions are =lling in the blan1s an! others are #ultiple choices.

Data Analysis

The parents sur*e$ an! the stu!ent s answers can be co#pare! to each other.% the stu!ents too1 high gra!e in this s1ill an! his parent s answers wereal#ost positi*e0 then this stu!$ result has been pro*e!. The inco#e can afectthe chil!ren #ore than parents. &oreo*er the inco#e can afect the parentstoo in so#e wa$s. ?oth answers can show how are the$ connecte! to eachother un!er the inco#e power.

Li itations of the Study

This stu!$ has so#e li#itations. "irst0 the chosen stu!ents #ust be ro#!iferent bac1groun!. -econ!0 the three schools #ust be ro# !iferent area.

ne is ro# a cit$ with large population an! the other lower. Thir!0 honest$ro# parents to co#plete the sur*e$ about their inco#es is necessar$.

&oreo*er0 co#paring the stu!ent s e*aluations an! a#ilies sur*e$s #ust be*er$ care ul.

References


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braha#0 @. &.0 (rais0 E.0 J Kernon'"eagans0 @. 26 3 . Earl$ #aternallanguage use !uring boo1 sharing in a#ilies ro# low'inco#e en*iron#ents.

#erican ournal -peech'@anguage atholog$0 22 0 7 '83

?ec10 (. -. 26 .


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Enrollment

For AY 2011/12, total enrollment nationwide i s 3 ,033,967.

Enrollment in all disciplines increased by 3.27% from 2,937,847 in AY 2010/11 to 3,033,967 in AY 2011/12;

however, onl y 1.06% increase in enrollment in priority disciplines have been observed, f rom 1,728,397 in AY2010/11 to 1,746,723 in AY 2011/12. Identied as priority disciplines are agriculture, forestry, sheries, vet erinarymedicine, ar chitecture, ed ucation and teacher training, en gineering and technology, mathematics, i nformationtechnology, natural sciences, and maritime.

Equally s pread in the 2,299 HEIs a cross t he country, this t ranslates t o an average of 1,320 students p er H EI

Enrolment in private HEIs (sectarian and non-sectarian) sl ightly decreased by 0.45% from 1,743,996 in AY2010-2011 to 1,751,922 in AY 2011-2012. On the other ha nd, enr olment in SUCs increased by 8.10%, from1,040,859 in AY 2010-2011 to 1,125,173 in AY 2011-2012. Overall, the SUCs se rved approximately 37.09% of thetotal number of higher education students i n the country.

At the regional level, the National Capital Region (NCR) ha s the highest en rolment with 729,950 students,accounting for almost ¼ of the total enrolment at 24.06%. The CALABARZON follows w ith an enrollment of 324,181(10.68%), and then the Central Visayas R egion with a n e nrolment of 247,242 (8.15%).

For AY 2011/12, majority took u p c ourses u nder the business a dministration a nd related d iscipline, with 840,192or 27.69% of the total enrollees; followed by the education and teacher training elds o f study w ith 449,904; then ITrelated courses with 390,826 enrollees. Only few college students enrolled in trade, craft and industrial, generalprogram, home e conomics, and religion a nd theology c ourses, with less t han 1 0,000 e nrollees.

Table 1.Number of Higher Education Institutions and Enrollment: AY 2011/12


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Institution T !e No. of HEIs Enrollment " #hare

Private +EIs , #& ,% ,.// %)%#

0tate niversities and Colle!es #% , / , %& &%)$.

1ocal niversities and Colle!es . $,& #).

2ther 3overnment +EIs # , $)//

Total 2$2%% &$0&&$%'( 100.00


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Table ). To! * +isci!lines/,ields of #tud -ith Highest Enrolment: AY 2011/12

+isci!line/,ield of #tud Enrollment " #hare

4usiness 5dmin) and Related 6#$, ./ /%) .

Education and Teacher Trainin! ##.,.$# #)6&

Information Technolo!y &.$,6/ /)66

En!ineerin! and Technolo!y &%/,$$& /)/

Medical and 5llied /6 ,$&6 .)/

5ll 2ther 7isciplines %$$,$$# /&)$%

Total &$0&&$%'( 100.00

Table *.Higher Education rude ross Enrollment atio/ artici!ation ate b Academic Year

Academic Year artici!ation ate/ ross Enrollment ation

/$$%8$6 /#) 9

/$$68$. /&) .9


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/$$.8 $ /#)$#9

/$ $8 /#). 9

/$ 8 / / ) %9

*Gross Enrollment Ration/Participation Rate – percent of pre-baccalaureate and baccalaureate students over the schooling age population of 16-21 ears old!

Source: HE in Numbers – E nrolment

http://www.che!.go*.ph/in!e .php/higher'e!ucation'in'nu#bers/enroll#ent/
http://www.ched.gov.ph/wp-content/uploads/2013/07/HE-in-Numbers-Enrolment.dochttp://www.ched.gov.ph/index.php/higher-education-in-numbers/enrollment/http://www.ched.gov.ph/wp-content/uploads/2013/07/HE-in-Numbers-Enrolment.dochttp://www.ched.gov.ph/index.php/higher-education-in-numbers/enrollment/

the effects of parental education and family income

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