Cross-lagged relationships between home learning environment and academic achievement in Chinese
Abstract
We examined (a) the cross-lagged relationships between the home learning environment and academic achievement in Chinese, and (b) whether parents’ socioeconomic status (SES) and child's gender moderate the relations. One hundred seventy-seven Chinese children were followed from Grade 1 to Grade 2 and were assessed on reading and mathematics. Their parents also responded to a questionnaire assessing the frequency of engaging in different home...
Paper Details
Title
Cross-lagged relationships between home learning environment and academic achievement in Chinese
Published Date
Jan 1, 2015
Volume
33
Pages
12 - 20
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