Learning the Rules: Chinese Immigrant Parents’ Involvement During Their Children’s Transition to Kindergarten
Author:
Funder
Lehigh University Faculty Research Grant
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01452-4.pdf
Reference39 articles.
1. Anicama, C., Zhou, Q., & Ly, J. (2018). Parent involvement in school and chinese american children’s academic skills. The Journal of Educational Research, 111(5), 574–583. https://doi.org/10.1080/00220671.2017.1323718.
2. Ansari, A., & Crosnoe, R. (2018). The transition into kindergarten for English language learners. In A. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.), Kindergarten transition and readiness (pp. 185–204). Springer.
3. Antony-Newman, M. (2019). Parental involvement of immigrant parents: A meta-synthesis. Educational Review, 71(3), 362–381.
4. Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. https://doi.org/10.1037/bul0000201.
5. Bempechat, J., Li, J., & Ronfard, S. (2018). Relations among cultural learning beliefs, self-regulated learning, and academic achievement for low-income Chinese American adolescents. Child Development, 89(3), 851–861. https://doi.org/10.1111/cdev.12702.
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