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School Systems, Parent Behavior, and Academic Achievement

An International Perspective

  • Emma Sorbring
  • Jennifer E. Lansford
Book

Part of the Young People and Learning Processes in School and Everyday Life book series (YPLP, volume 3)

Table of contents

  1. Front Matter
    Pages i-x
  2. Emma Sorbring, Jennifer E. Lansford, Saengduean Yotanyamaneewong, Sombat Tapanya, Concetta Pastorelli
    Pages 1-14
  3. Nan Zhu, Lei Chang
    Pages 15-28
  4. Laura Di Giunta, Liliana Maria Uribe Tirado
    Pages 29-42
  5. Concetta Pastorelli, Dario Bacchini, Eriona Thartori, Laura Di Giunta, Maria Concetta Miranda
    Pages 43-54
  6. Suha Al-Hassan
    Pages 55-65
  7. Paul Oburu, Catherine Mbagaya
    Pages 67-78
  8. Liane Peña Alampay, Aileen S. Garcia
    Pages 79-94
  9. Sevtap Gurdal, Emma Sorbring
    Pages 95-109
  10. Saengduean Yotanyamaneewong, Sombat Tapanya
    Pages 111-121
  11. Ann T. Skinner, Jennifer E. Lansford, Marc H. Bornstein, Kirby Deater-Deckard, Kenneth A. Dodge, Patrick S. Malone et al.
    Pages 123-138
  12. Jennifer E. Lansford, Emma Sorbring
    Pages 139-151

About this book

Introduction

This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.

Keywords

cognitive control school systems social psychology developmental psychology education and parenting in Colombia parenting involvement in education adolescents' academic achievement education and parenting in China Education and Parenting in Italy Education and Parenting in Jordan Education and Parenting in Kenya

Editors and affiliations

  1. 1.Department of Social and Behavioural Studies, Centre for Child and Youth StudiesUniversity WestTrollhättanSweden
  2. 2.Center for Child and Family PolicyDuke UniversityDurhamUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-28277-6
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-28276-9
  • Online ISBN 978-3-030-28277-6
  • Series Print ISSN 2522-5642
  • Series Online ISSN 2522-5650
  • Buy this book on publisher's site