Information and Trust in Parent–Teacher Cooperation – Connections with Educational Inequality

dc.accessRightsAnonymous*
dc.audienceScienceen_US
dc.contributor.authorNeuenschwander, Markus
dc.date.accessioned2020-12-17T06:44:15Z
dc.date.available2020-12-17T06:44:15Z
dc.date.issued2020-12-01
dc.description.abstractThere is an ongoing debate on how parents and the cooperation between parents and teachers contribute to educational inequality. In this study, the assumption that information and trust in parent–teacher cooperation mediate the effects of parent socioeconomic status (SES) on student achievement in mathematics and instruction language (German) was examined. The effects of information and trust on achievement were assumed to be mediated by parent self-efficacy expectation in German. The hypotheses were tested using a sample with 1001 students from 4th to 6th grade and their parents in Swiss primary schools using questionnaires and achievement tests at the beginning and the end of a school year. Results from structural equation models with longitudinal data showed that parent trust and parent self-efficacy expectation fully mediated the effect of SES and student achievement in language instruction but not in mathematics. Information did not correlate with SES nor with student achievement, but with trust. Parental trust in the cooperation with teachers affected achievement in both mathematics and German. The model combines the research on parental involvement with the research on educational inequality in school. Teachers need to establish trust in cooperation with low-SES parents to reduce educational inequality in school.en_US
dc.identifier.doihttps://doi.org/10.37441/CEJER/2020/2/3/8526
dc.identifier.issn2677-0326
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/31881
dc.identifier.urihttps://doi.org/10.26041/fhnw-3564
dc.issue2en_US
dc.language.isoenen_US
dc.publisherCentral European Journal of Educational Research (CEJER)en_US
dc.relation.ispartofCentral European Journal of Educational Researchen_US
dc.subjectparental involvementen_US
dc.subjectstudent achievementen_US
dc.subjectparent self-efficacy expectationen_US
dc.subjecteducational inequalityen_US
dc.subjectparent trusten_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleInformation and Trust in Parent–Teacher Cooperation – Connections with Educational Inequalityen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume3en_US
dspace.entity.typePublication
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US
fhnw.PublishedSwitzerlandNoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Forschung und Entwicklungde_CH
fhnw.pagination19-28en_US
fhnw.publicationOnlineJaen_US
fhnw.publicationStatePublisheden_US
relation.isAuthorOfPublication17feae64-0176-41cc-929c-790e3c419cd8
relation.isAuthorOfPublication.latestForDiscovery17feae64-0176-41cc-929c-790e3c419cd8
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