Parent Involvement, Socioeconomic Status and Reading Performance-Reference-Cited by-同舟云学术

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Parent Involvement, Socioeconomic Status and Reading Performance

Published:2020-11-25 Issue:7 Volume:65 Page:1279-1294
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Andersen Simon Calmar¹,Gregersen Maria Koch²,Nielsen Helena Skyt²^ORCID,Thomsen Mette Kjærgaard³

Affiliation:

1. Department of Political Science and TrygFonden’s Centre for Child Research, Aarhus University, Aarhus, Denmark

2. Department of Economics and Business Economics and TrygFonden’s Centre for Child Research, Aarhus University, Aarhus, Denmark

3. Department of Political Science and Public Management, University of Southern Denmark, Odense, Denmark

Funder

TrygFonden

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2020.1840429

Reference43 articles.

1. How reading and writing support each other across a school year in primary school children

2. Reading intervention with a growth mindset approach improves children’s skills

3. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

4. Positive Affect and Negative Affect as Modulators of Cognition and Motivation: The rediscovery of affect in achievement goal theory

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2. Insights into teachers’ perceptions of parental involvement as a predictor of educational inequity;Education 3-13;2023-10-02

3. Does parents’ cognitive ability affect household educational investment? Evidence from Chinese families with left behind children;PLOS ONE;2023-06-29

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