Journal articles: 'Parental education level'

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Rindermann, Heiner, and Noah Carl. "Indigenous Ecuadorian children: Parental education, parental wealth and children's cognitive ability level." Learning and Individual Differences 54 (February 2017): 202–9. http://dx.doi.org/10.1016/j.lindif.2017.01.025.

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Koçak, Settar, Mary B. Harris, Ayşe Kin İşler, and Şeref Çiçek. "Physical Activity Level, Sport Participation, and Parental Education Level in Turkish Junior High School Students." Pediatric Exercise Science 14, no. 2 (May 2002): 147–54. http://dx.doi.org/10.1123/pes.14.2.147.

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This study examined physical activity level, sport participation, and parental education level in 333 female and 359 male Turkish junior high school students. Student’s physical activity level, sport participation, and parental education level were determined by a questionnaire with three sections. Independent samples t-test results revealed higher physical activity level and chi-square results indicated higher sport participation for boys when compared with girls. In addition significant negative correlations have been found between MET values and father and mother education for the total sample and for female students; however, negative correlations between MET values and parental education were not significant for boys.

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AHN JUNG CHAN and 박치형. "Effects of Expected Education Level and Parental Education on Parents’Educational Support Activities." Korean Public Management Review 32, no. 1 (March 2018): 161–84. http://dx.doi.org/10.24210/kapm.2018.32.1.007.

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Thartori, Voltisa. "Parental Involvement in Education Among Albanian Parents." IIUM Journal of Educational Studies 6, no. 1 (July 2, 2019): 38–55. http://dx.doi.org/10.31436/ijes.v6i1.213.

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Parents' involvement has a huge influence on children’s educational engagement during the elementary years, the study sought to examine the perceptions of Albanian parents of their involvement in their children's schooling at the Qemal Stafa School in Albania. The parental involvement construct examined in the study was conceptualized based on Epstein’s (1995) six categories of parental involvement comprising parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The data collected through the questionnaire were analyzed using descriptive statistics, Pearson correlation and ANOVA. The results showed a high level of parental involvement in the Albanian children’s learning development. The parents surveyed reported volunteering in many workshops that the school conducted. In addition, the results indicated that some parents maintained a good communication with teachers. The ANOVA results showed statistically significant differences in parental involvement by age, marital status, education level, Income Level. Variables such as communicating, and volunteering were identified as the most important components of parental involvement.

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Soesyasmoro, R. Asto, and Anggi Resina Putri. "Estimasi Proporsi Kesalahan Fonologi Pada Anak Pendidikan Anak Usia Dini (PAUD) Usia 3-5 Tahun Di Surakarta." Interest : Jurnal Ilmu Kesehatan 8, no. 2 (November 27, 2019): 210–14. http://dx.doi.org/10.37341/interest.v8i2.178.

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Background: In providing education about everything a child should have from an early age does not have to do with the way parents are educating. It is related to her parents in everyday life and the background factors that color children's parents, whether related to the environment of her family, religion, culture, economics or the background of the education of the elderly. From the explanation it is obvious that parents play a very important role in the formation of child social behavior.The purpose of this research aims to determine the relationship of parental education level with the ability of phonology articulation in children aged 4-5 years in TK Sri Juwita Hanum Surakarta. Methods: Uses quantitative research with a correlational descriptive design. The research population is parents and students of TK Sri Juwita Hanum Surakarta with 30 samples of research samples. Data collection techniques by filling out questionnaires. Variable-free research i.e. the level of parental education and bound variables is the ability of phonological articulation in children aged (4-5 years). The statistical test used was Chi Square correlation test. Result: there is a positive and significant relationship between the level of parental education and the ability of phonology articulation in children aged 4-5 years in TK Sri Juwita Hanum Surakarta. Things his show with a p value of 0.013.Conclusion: of parental education affects the development of articulation in preschool age children (4-5 years old). A positive relationship means the higher the parent's education, the greater the influence on its phonological articulation ability. When children grow and develop both physically and mentally.

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Friend, Angela, John C. DeFries, and Richard K. Olson. "Parental Education Moderates Genetic Influences on Reading Disability." Psychological Science 19, no. 11 (November 2008): 1124–30. http://dx.doi.org/10.1111/j.1467-9280.2008.02213.x.

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Environmental moderation of the level of genetic influence on children's reading disabilities was explored in a sample of 545 identical and fraternal twins (mean age = 11.5 years). Parents' number of years of education, which is correlated with a broad range of environmental factors related to reading development, was significantly related to the level of genetic influence on reading disability. Genetic influence was higher and environmental influence was lower among children whose parents had a high level of education, compared with children whose parents had a lower level of education. We discuss the implications of these results for behavior genetic and molecular genetic research, for the diagnosis and remediation of reading disabilities, and for policy in public education.

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Manning, Terri Mulkins, and Kimberly Casper Banfield. "Do Parents Today Need Drug Education Programs as Badly as their Parents Needed Them?" Journal of Drug Education 19, no. 2 (June 1989): 97–102. http://dx.doi.org/10.2190/7c56-651r-078r-w4u3.

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The purpose of this article was to determine if being socialized in a drug culture has increased knowledge levels and eliminated the need for adult drug education programs. A large group of parents was surveyed and it was found that the parents of the late 1980s had knowledge levels only slightly higher than the parents of the early 1970s. Today's parents significantly lack the knowledge and resources to informatively educate their children. Parental knowledge of and attitude toward drugs and alcohol were assessed in relationship to the ages of their children, parental educational level, parent's age and parent's past drug experience.

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Crocombe, Leonard A., Penny Allen, Silvana Bettiol, and Lucio Frederico Babo Soares. "Parental Education Level and Dental Caries in School Children Living in Dili, Timor-Leste." Asia Pacific Journal of Public Health 30, no. 2 (January 23, 2018): 128–36. http://dx.doi.org/10.1177/1010539517753875.

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Timor-Leste struggles with problems of poverty and inequalities that underlie many health disparities, including oral health. This study aimed to determine the association between parental education and dental caries in school children aged 6 to 17 years from 40 randomly selected schools in 4 Dili subdistricts. A questionnaire and oral examination collected data and multivariable log binomial models were used for data analysis. Results indicate no association between parental education level and the prevalence of untreated decay in deciduous teeth ( P = .96). There was an association between parental education level and untreated decay in permanent teeth ( P = .03) and untreated decay overall ( P = .01). Children whose parents had higher education levels have approximately half the relative risk (aRR 0.47, 95% CI 0.25-0.89) of decay compared with children whose parents had low levels of education.

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Jafarov, Javid. "Factors Affecting Parental Involvement in Education: The Analysis of Literature." Khazar Journal of Humanities and Social Sciences 18, no. 4 (December 2015): 35–44. http://dx.doi.org/10.5782/2223-2621.2015.18.4.35.

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This study examines the factors affecting parental involvement by evaluating and analysing literature about parental involvement in education. It also answers the questions: a) What does parental involvement mean? and 2) Why is parental involvement important? In this article more than five hundreds literatures related to the factors affecting parental involvement were evaluated and analysed. The result of the analysis of literature showed that there are many factors influencing parental involvement or the level of parental involvement and these factors can be parent related, school related or student related.

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Pons, Monserrat, Miquel Bennasar-Veny, and Aina M. Yañez. "Maternal Education Level and Excessive Recreational Screen Time in Children: A Mediation Analysis." International Journal of Environmental Research and Public Health 17, no. 23 (December 1, 2020): 8930. http://dx.doi.org/10.3390/ijerph17238930.

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There is increasing recognition of the adverse health consequences of excessive recreational screen time (RST) in children and adolescents. Early interventions that aim to reduce RST are crucial, but there are some controversies about which individual and parental variables affect RST in children. The aim of this study was to determine the relationship of parental education level with RST in children and early adolescents and to identify mediators of these relationships. This cross-sectional study examined a sample of children (2–14 year-old) who attended routine childcare visits in primary health care centers in Spain (n = 402; 53.7% males; mean age: 7 ± 4 year-old). A self-reported questionnaire was given to the parents to assess sociodemographic data, parental education, the home media environment, and RST in children. Separate analysis was performed for two age groups (2–6 year-old and 6–14 year-old). Path analysis, an application of structural equation modeling, was used to analyze the data. Fitty three percent of the children had excessive RST (≥2 h/day). The maternal education level, eating lunch/dinner in front of a TV, presence of a background TV, and the amount of parental TV viewing had significant associations with excessive RST in both age groups. For the younger group, the maternal education level had direct and indirect effects on RST (total effect: β = −0.29, p < 0.01). For the older group, maternal education level only had a significant indirect effect on RST, and this was mediated by the presence of a background TV and the time of parental TV viewing (total indirect effect: β = −0.11, p < 0.01). A higher maternal education level appears to be associated with certain environmental factors or habits that prevent excessive RST.

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Kodde, David A., and Jozef M. M. Ritzen. "Direct and Indirect Effects of Parental Education Level on the Demand for Higher Education." Journal of Human Resources 23, no. 3 (1988): 356. http://dx.doi.org/10.2307/145834.

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van Houdt, Carolien A., Aleid G. van Wassenaer-Leemhuis, Jaap Oosterlaan, Anton H. van Kaam, and Cornelieke S. H. Aarnoudse-Moens. "Developmental outcomes of very preterm children with high parental education level." Early Human Development 133 (June 2019): 11–17. http://dx.doi.org/10.1016/j.earlhumdev.2019.04.010.

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Dhouha, Hajali. "Parental Investment in Early Childhood." International Journal of Applied Behavioral Economics 4, no. 4 (October 2015): 1–16. http://dx.doi.org/10.4018/ijabe.2015100101.

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This paper aims to assess and estimate parental investment in children in four activities: education, health, leisure and nurture. The author first analyzes constructed composite scores and observed similarity for parental investment in health and differences in the other activities but the investment level is little enough. The author next provides new empirical evidence to shed light on the relationship between the level of parental investment and characteristics of the child, the mother and the household. Using Poisson and Negative Binominal regression models on household micro-data, the author finds good investment level in health but weak in education and almost unawareness of leisure and recreation. The education is linked to mothers' attitude and the household lifestyle is slightly valuable for the Center-Eastern area and the capital city. On the contrary, nurture activity is not linked to the lifestyle and exhibit regional differences. Moreover, households in the East of the country are more investing then those in the west.

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Isaac, Paul D., Gary D. Malaney, and John E. Karras. "Parental educational level, gender differences, and seniors' aspirations for advanced study." Research in Higher Education 33, no. 5 (October 1992): 595–606. http://dx.doi.org/10.1007/bf00973760.

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Naess, Marit, Erik R. Sund, Turid Lingaas Holmen, and Kirsti Kvaløy. "Implications of parental lifestyle changes and education level on adolescent offspring weight: a population based cohort study - The HUNT Study, Norway." BMJ Open 8, no. 8 (August 2018): e023406. http://dx.doi.org/10.1136/bmjopen-2018-023406.

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ObjectiveObesity tends to cluster in families reflecting both common genetics and shared lifestyle patterns within the family environment. The aim of this study was to examine whether parental lifestyle changes over time, exemplified by changes in weight and physical activity, could affect offspring weight in adolescents and if parental education level influenced the relationship.Design, setting and participantsThe population-based cohort study included 4424 parent-offspring participants from the Nord-Trøndelag Health Study, Norway. Exposition was parental change in weight and physical activity over 11 years, and outcome was offspring weight measured in z-scores of body mass index (BMI) in mixed linear models.ResultsMaternal weight reduction by 2–6 kg was significantly associated with lower offspring BMI z-scores: −0.132 (95% CI −0.259 to −0.004) in the model adjusted for education. Parental weight change displayed similar effect patterns on offspring weight regardless of parents’ education level. Further, BMI was consistently lower in families of high education compared with low education in the fully adjusted models. In mothers, reduced physical activity level over time was associated with higher BMI z-scores in offspring: 0.159 (95% CI 0.030 to 0.288). Associations between physical activity change and adolescent BMI was not moderated by parental education levels.ConclusionLifestyle changes in mothers were associated with offspring BMI; reduced weight with lower—and reduced physical activity with higher BMI. Father’s lifestyle changes, however, did not significantly affect adolescent offspring’s weight. Overall, patterns of association between parental changes and offspring’s BMI were independent of parental education levels, though adolescents with parents with high education had lower weight in general.

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Mantey, Efua Esaaba. "Parental Involvement: A Response to Children with Disability’s Education." African Research Review 14, no. 1 (April 28, 2020): 27–39. http://dx.doi.org/10.4314/afrrev.v14i1.3.

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Drawing on the fact that education of children is a human right issue, the study explored parent’s involvement in the education of their children with disabilities. Using quantitative research methodology, 166 respondents were sampled from two selected basic schools in Koforidua, Ghana. Results indicated that, often the demand on parents such as time, work, house chores, and many other commitments impede their preference to be involved in their children’s education. The school activities most parents involved themselves in are the Parent Teachers Association’s (P.T.A.) meetings. This is because parents do not see themselves as having interest in many of the other activities children in school are involved in. Equally, though some parents from poor background may want to educate their child with disability, the cost involved in educating the child is high. Evidence showed that there was a moderate level of parents’ involvement in the education of their children with disability and that the level of involvement is associated with the socio-economic status of such parents. The study concluded that parental involvement in their children with disabilities education leads to positive learning outcomes and academic achievements. It was recommended among others that parents should get involved in decisions concerning the education of their children with disability; parents must honour invitations from schools and speak with school staff and teachers. Again, parents should disabuse their minds of the perceptions that taking their child with disability to school is of no benefit and a waste of resources. Key Words: Parents, children with disabilities, education

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Tsai, Liang-Ting, Yen-Ling Lin, and Cheng-Chieh Chang. "An Assessment of Factors Related to Ocean Literacy Based on Gender-Invariance Measurement." International Journal of Environmental Research and Public Health 16, no. 19 (September 30, 2019): 3672. http://dx.doi.org/10.3390/ijerph16193672.

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This study sought to gain a more comprehensive understanding of how the factors of parental education level and student attitude toward the ocean influence the ocean literacy of students in Taiwan after establishing measurement invariance across genders. The analyzed data were collected from self-reported questionnaires filled out by students aged 16–18 years old. The students’ ocean literacy was used as the outcome variable, while parental education level and student attitude toward the ocean were employed as the independent variables. The effects of parental education level and student attitude toward the ocean on ocean literacy were estimated with a multi-group structural equation model. Of the final total of 945 valid respondents in this study, 58.1% were male and 41.9% were female. The results from the multiple-group analysis supported measurement invariance across the genders. After establishing gender invariance, it was further found that higher degrees of parental education level and student attitude toward the ocean were positively related to ocean literacy. A considerable contribution was detected between parental education level and ocean literacy that was indirectly related through student attitude toward the ocean in the female student.

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Pratiwi, Dea Sita. "Persepsi Orangtua terhadap Pendidikan Anak Usia Dini." Satya Widya 34, no. 1 (November 2, 2018): 39–49. http://dx.doi.org/10.24246/j.sw.2018.v34.i1.p39-49.

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The purpose of this study was to find out how the parent's perception of early childhood education in RW 01 Dukuh Krajan, Salatiga. The design is descriptive quantitative with the subject of research that is parents who have children aged 3-5 years, amounting to 58 people. Data on parental perceptions are collected through a questionnaire and then will be classified according to the level of parental education, income level of parents, parents who have sent their children and parents who have not send their children to school in early childhood. The result of questionnaire of parents perception in level of education S1 and S2 in good category (50%), SMA / SMK is in Good category (36,11%) and SMP is in Enough category (50%). The calculation of the value of the questionnaire according to the parent's income level (a) in the category of Good (33.33%) and Less (33.33%), income (b) is in Good category (41.67%) and income ( c) is in the category of Very Good (57.14%). Then based on parents who have sent their children to school is in Good category (52,38%), perception of parents who have not yet send their child to PAUD is in Enough category (37,84%).

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Hall, Nancy, and Robert Quinn. "Parental Involvement at the High School Level: Parents’ Perspectives." Journal of Ethnic and Cultural Studies 1, no. 1 (December 30, 2014): 13. http://dx.doi.org/10.29333/ejecs/9.

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Research has shown that parental involvement in the educational experiences of their children increases student achievement and strengthens school programs. The majority of this research, however, has concentrated on the primary and elementary levels, with little being known about parental involvement at the middle and high school levels. This study sought to add to the literature related to parental involvement at the high school level by examining the experienced meaning of parental involvement from the perspective of high school parents. Specifically, parents of tenth-graders attending a low-income urban high school located in the southwestern United States with an ethnically diverse population were interviewed. These parents varied with regard to their economic status, cultural background, educational background, and personal beliefs. The interview sessions were semi-structured and included open-ended questions. All interview data were transcribed, coded, and analyzed according to Kvale's (1996) and Creswell's (2007) processes for analyzing data. Results indicate that these parents experienced difficulties in participating at their child’s school but often reaped benefits from their participation. While parental descriptions of their experiences of involvement were complex, multi-layered, and reflected the individuality of each participant, four major themes emerged from their stories: (1) technology and parental involvement; (2) economy and parental work schedules; (3) potential for parental growth; and (4) parental involvement outside the school. The implications of each of these themes is discussed in the context of providing suggestions to better utilize the benefits parental involvement can bring to the education provided at the high school level. To this end several suggestions are made regarding programs, practices, and services that could be implemented based on the educational and social needs of parents. Keywords: High School, Parent, Parental involvement, Parents’ Perspective, Technology

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Rowe, David C., Kristen C. Jacobson, and Edwin J. C. G. Van den Oord. "Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator." Child Development 70, no. 5 (September 1999): 1151–62. http://dx.doi.org/10.1111/1467-8624.00084.

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Wen, A., R. J. Weyant, D. W. McNeil, R. J. Crout, K. Neiswanger, M. L. Marazita, and B. Foxman. "Bayesian Analysis of the Association between Family-Level Factors and Siblings’ Dental Caries." JDR Clinical & Translational Research 2, no. 3 (March 15, 2017): 278–86. http://dx.doi.org/10.1177/2380084417698103.

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We conducted a Bayesian analysis of the association between family-level socioeconomic status and smoking and the prevalence of dental caries among siblings (children from infant to 14 y) among children living in rural and urban Northern Appalachia using data from the Center for Oral Health Research in Appalachia (COHRA). The observed proportion of siblings sharing caries was significantly different from predicted assuming siblings’ caries status was independent. Using a Bayesian hierarchical model, we found the inclusion of a household factor significantly improved the goodness of fit. Other findings showed an inverse association between parental education and siblings’ caries and a positive association between households with smokers and siblings’ caries. Our study strengthens existing evidence suggesting that increased parental education and decreased parental cigarette smoking are associated with reduced childhood caries in the household. Our results also demonstrate the value of a Bayesian approach, which allows us to include household as a random effect, thereby providing more accurate estimates than obtained using generalized linear mixed models. Knowledge Transfer Statement: Siblings living in the same household tend to share caries status, and selected household factors, such as parental education and smoking, are strongly associated with caries development among siblings. These high-risk households might be targeted for appropriate educational and other interventions to reduce caries risk.

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Zdzinski, Stephen F. "Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music." Journal of Research in Music Education 44, no. 1 (April 1996): 34–48. http://dx.doi.org/10.2307/3345412.

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This study examined relationships among selected aspects of parental involvement as they relate to the cognitive, affective, and performance outcomes of instrumental music students. Independent variables were music aptitude, parental involvement, grade level, and gender. Dependent variables were cognitive musical outcomes, performance outcomes, and affective outcomes. Subjects were instrumental music students ( N = 406) from five intact band programs located in rural New York and Pennsylvania. Wind and percussion volunteers from Grades 4 through 12 participated. Data were examined using descriptive analysis, correlational analysis, and analysis of variance. Major findings included: (1) Parental involvement was related to overall performance, affective, and cognitive musical outcomes. (2) For cognitive musical outcomes, parental involvement was only related at the elementary level. (3) For musical performance outcomes, parental involvement was only related at the elementary level. (4) For affective outcomes, the strength of the parental involvement relationship increased with student age. (5) Items concerning concert attendance, providing materials, participating in parent groups, and tape-recording student performances were related to all outcome areas.

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Alm, Susanne. "Downward Social Mobility across Generations: The Role of Parental Mobility and Education." Sociological Research Online 16, no. 3 (August 2011): 1–14. http://dx.doi.org/10.5153/sro.2416.

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Intergenerational downward social mobility is an issue of growing relevance, but there are still very few studies examining possible risk factors for dropping down the occupational hierarchy. On the basis of unique longitudinal interview and register data from Sweden, this study analyses the roles played by parental upward mobility and parental levels of education in downward mobility. Elements from cultural capital theory (CCT) are investigated as possible mechanisms for explaining the relationship between independent and dependent factors. Whereas the study fails to find support for the role of parental mobility, the parents' level of education turns out to be a powerful predictor of downward mobility. And whereas the measure of cultural capital presents a weak or non-existent relationship with the dependent variable, two attitudinal variables, employed as indicators of habitus and a possible don Quixote effect, do present a significant relationship with the risk for downward mobility. However, while the study hypothesized these attitudes to be mediating mechanisms that might explain the relationship between parental educational level and downward mobility, in the multivariate analyses the attitudinal measures instead turn out to have an independent effect in addition to the parental level of education.

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Raza, Irfan. "Factors Affecting Adoption of Educational Discipline and Satisfaction Level Among Higher Education Students." Journal of Education and Educational Development 3, no. 1 (June 4, 2016): 100. http://dx.doi.org/10.22555/joeed.v3i1.713.

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This study examines the education career change behavior of male and female students. Factors like current trends, own preferences, parental pressure, and career counselors can influence their career adoption. Quantitative method research design was conducted for the study and a sample of 268 students was taken: 145 female and 123 male students, from different public and private universities of Islamabad. Purposive sampling technique was applied for selection as respondents were those who had changed their career path during their educational life. The results showed that current and prevailing trends, one’s own decisions, and career counseling affect the choice and adoption of educational career, but parental influence does not influence education career change decision. Results are nearly similar for both genders, but male are more satisfied with education career change as compared to female respondents.

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Aman, Junaid, Muhammad Babar Akram, Siti Mas'udah, Muhammad Saud, and Yasir Nawaz Manj. "Parental involvement for better education: The relationship between parental awareness, emotional support, and children’s academic achievement at secondary level." Masyarakat, Kebudayaan dan Politik 32, no. 4 (October 31, 2019): 334. http://dx.doi.org/10.20473/mkp.v32i42019.334-345.

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Students’ academic achievement greatly influenced by their parents’ socioeconomic status and involvement in their academic life. Regardless of the parents’ educational qualifications, their support helps the children gain confidence in education and then in life. This study intends to see the relationship between two independent variables: parental awareness and emotional support to children and one dependent variable: academic achievement. The study area is Jafarabad, a district in Balochistan, Pakistan. The sample size was 250, designated using the Taro Yamani formula, and a simple random sampling technique was used to choose the respondents. The questionnaire was then used to collect information. The collected data was then coded and analyzed in SPSS. Pearson correlation test was used to test the hypotheses. Significant findings show that the lack of parental awareness and interest in student’s school activities is the primary cause of their poor academic achievement at secondary school. Accordingly, the study concludes that it is the primary responsibility of parents to support their children and cooperate with school administration emotionally. Therefore, the government, specifically the district education office, and local NGOs need to run awareness campaigns on the importance of parental involvement in the children’s education, which will result in the children’s excellent academic achievement.

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Sausenthaler, Stefanie, Marie Standl, Anette Buyken, Peter Rzehak, Sibylle Koletzko, Carl Peter Bauer, Beate Schaaf, et al. "Regional and socio-economic differences in food, nutrient and supplement intake in school-age children in Germany: results from the GINIplus and the LISAplus studies." Public Health Nutrition 14, no. 10 (January 31, 2011): 1724–35. http://dx.doi.org/10.1017/s1368980010003575.

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AbstractObjectiveTo describe regional differences between eastern and western Germany with regard to food, nutrient and supplement intake in 9–12-year-old children, and analyse its association with parental education and equivalent income.DesignData were obtained from the 10-year follow-up of the two prospective birth cohort studies – GINIplus and LISAplus. Data on food consumption and supplement intake were collected using an FFQ, which had been designed for the specific study population. Information on parental educational level and equivalent income was derived from questionnaires. Logistic regression modelling was used to analyse the effect of parental education, equivalent income and region on food intake, after adjusting for potential confounders.SettingGermany.SubjectsA total of 3435 children aged 9–12 years.ResultsSubstantial regional differences in food intake were observed between eastern and western Germany. Intakes of bread, butter, eggs, pasta, vegetables/salad and fruit showed a significant direct relationship with the level of parental education after adjusting for potential confounders, whereas intakes of margarine, meat products, pizza, desserts and soft drinks were inversely associated with parental education. Equivalent income had a weaker influence on the child's food intake.ConclusionsNutritional education programmes for school-age children should therefore account for regional differences and parental education.

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Lindberg, Louise, Martina Persson, Pernilla Danielsson, Emilia Hagman, and Claude Marcus. "Obesity in childhood, socioeconomic status, and completion of 12 or more school years: a prospective cohort study." BMJ Open 11, no. 3 (March 2021): e040432. http://dx.doi.org/10.1136/bmjopen-2020-040432.

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ObjectivesChildren with obesity achieve lower educational level compared with normal-weight peers. Parental socioeconomic status (SES) impacts both a child’s academic achievement and risk of obesity. The degree to which the association between obesity and education depends on parental SES is unclear. Therefore, the primary aim is to investigate if individuals with obesity in childhood are less likely to complete ≥12 years of schooling, independently of parental SES. The secondary aim is to study how weight loss, level of education and parental SES are associated.DesignNationwide prospective cohort study.SettingSwedish national register data.ParticipantsChildren aged 10–17 years, recorded in the Swedish Childhood Obesity Treatment Register, and aged 20 years or older at follow-up were included (n=3942). A comparison group was matched by sex, year of birth and living area (n=18 728). Parental SES was based on maternal and paternal level of education, income and occupational status.Primary outcome measureCompletion of ≥12 years of schooling was analysed with conditional logistic regression, and adjusted for group, migration background, attention deficit disorder with or without hyperactivity, anxiety/depression and parental SES.ResultsAmong those with obesity in childhood, 56.7% completed ≥12 school years compared with 74.4% in the comparison group (p<0.0001). High parental SES compared with low SES was strongly associated with attained level of education in both children with and without obesity, adjusted OR (aOR) (99% CI)=5.40 (4.45 to 6.55). However, obesity in childhood remains a strong risk factor of not completing ≥12 school years, independently of parental SES, aOR=0.57 (0.51 to 0.63). Successful obesity treatment increased the odds of completing ≥12 years in school even when taking parental SES into account, aOR=1.34 (1.04 to 1.72).ConclusionsIndividuals with obesity in childhood have lower odds of completing ≥12 school years, independently of parental SES. Optimised obesity treatment may improve school results in this group.

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Dadon-Golan, Zehorit, Iris BenDavid-Hadar, and Joseph Klein. "Equity in education: the Israeli case." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1670–85. http://dx.doi.org/10.1108/ijem-09-2018-0291.

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Purpose The purpose of this paper is twofold. First, it examines the extent of equity in the academic achievement distribution by analyzing Israeli students’ high school matriculation scores, controlling for background characteristics (e.g. parental education) and for previous achievement. Second, it analyzes the trends in equity during the examined period from 2001 to 2011. Design/methodology/approach Nationwide extensive data sets, at the student level, of 11 cohorts are analyzed using logistic regression models. Findings Major findings reveal that the odds ratios (ORs) are in favor of students from families with a high level of parental education (an increment of one year of parental education increases the odds of student’s success by 3 percent). In addition, the ORs are less favorable for Arab students (30 percent lower). Furthermore, a high previous achievement level increases the odds of success (an increment of 1 percent in achievement increases the odds by 6 percent). In addition, the extent of inequity remains stable throughout the examined period. Originality/value Israel serves as an interesting case study, as its student achievement distribution in international examinations is characterized by the highest gap compared with other OECD countries, although its policy aspires to achieve equity. This puzzle, is the motivation for this study. Moreover, insights from this research might assist policy makers to promote equitable education.

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Fernández-Alvira, Juan Miguel, Theodora Mouratidou, Karin Bammann, Antje Hebestreit, Gianvincenzo Barba, Sabina Sieri, Lucia Reisch, et al. "Parental education and frequency of food consumption in European children: the IDEFICS study." Public Health Nutrition 16, no. 3 (June 12, 2012): 487–98. http://dx.doi.org/10.1017/s136898001200290x.

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AbstractObjectiveTo assess the relationship between parental education level and the consumption frequency of obesity-related foods in European children.DesignThe analysis was based on data from the cross-sectional baseline survey of a prospective cohort study. The effects of parental education on food consumption were explored using analysis of covariance and logistic regression.SettingPrimary schools and pre-schools of selected regions in Italy, Estonia, Cyprus, Belgium, Sweden, Hungary, Germany and Spain.SubjectsParticipants (n 14 426) of the IDEFICS baseline cohort study aged 2 to 9 years.ResultsParental education level affected the intake of obesity-related foods in children. Children in the low and medium parental education level groups had lower odds of more frequently eating low-sugar and low-fat foods (vegetables, fruits, pasta/noodles/rice and wholemeal bread) and higher odds of more frequently eating high-sugar and high-fat foods (fried potatoes, fruits with sugar and nuts, snacks/desserts and sugared beverages; P < 0·001). The largest odds ratio differences were found in the low category (reference category: high) for vegetables (OR = 0·56; 95 % CI 0·47, 0·65), fruits (OR = 0·56; 95 % CI 0·48, 0·65), fruits with sugar and nuts (OR = 2·23; 95 % CI 1·92, 2·59) and sugared beverages (OR = 2·01; 95 % CI 1·77, 2·37).ConclusionsLow parental education level was associated with intakes of sugar-rich and fatty foods among children, while high parental education level was associated with intakes of low-sugar and low-fat foods. These findings should be taken into account in public health interventions, with more targeted policies aiming at an improvement of children's diet.

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Muñoz-Galiano, Inés M., Jonathan D. Connor, Miguel A. Gómez-Ruano, and Gema Torres-Luque. "Students’ Physical Activity Profiles According to Children’s Age and Parental Educational Level." Children 8, no. 6 (June 18, 2021): 516. http://dx.doi.org/10.3390/children8060516.

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The aim of this study was to identify different profiles of physical activity (PA) behaviors according to the school student’s age stage and their parents’ or guardians education level. Seven hundred twenty-seven students and parents of different educational stages were invited to take part in this study. The participants included, Preschool (1 to 5 years old), Primary School (6 to 11 years old), Secondary School (12 to 15 years old), and High School (16 to 18 years old). A questionnaire to assess the educational level of parents (low, intermediate, and high) and their child’s PA level and sedentary behaviors across various age stages was administered. The results showed a number of different physical activity profiles for preschool (4), primary (6), secondary (7) and high school (2) students. Primary and secondary school children’s behavioral profiles were reported to differ significantly between both physical activity levels and sedentary behaviors, while preschool students’ behavioral profiles only differed between sedentary behaviors. Higher parental education was most prevalent in clusters with significantly higher levels of PA in primary and secondary students, while there were equivocal trends for parental education level influencing behavioral profiles of high school students. These findings suggest there is some association between the behavioral profiles of student’s physical activity and sedentary behavior, and parental education level, most noticeably during the early to middle age stages.

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Maric, Dora, Ivan Kvesic, Ivana Kujundzic Lujan, Antonino Bianco, Natasa Zenic, Vlatko Separovic, Admir Terzic, Sime Versic, and Damir Sekulic. "Parental and Familial Factors Influencing Physical Activity Levels in Early Adolescence: A Prospective Study." Healthcare 8, no. 4 (December 2, 2020): 532. http://dx.doi.org/10.3390/healthcare8040532.

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Parental/familial factors are important determinants of the physical activity level (PAL) in children and adolescents, but studies rarely prospectively evaluate their relationships. This study aimed to evaluate the changes in physical activity levels among adolescents from Bosnia and Herzegovina over a two-year period and to determine parental/familial predictors of PAL in early adolescence. A total of 651 participants (50.3% females) were tested at baseline (beginning of high school education; 14 years old on average) and at follow-up (approximately 20 months later). The predictors included sociodemographic characteristics (age, gender) and parental/familial factors (socioeconomic status of the family, maternal and paternal education, conflict with parents, parental absence from home, parental questioning, and parental monitoring). Physical activity levels were evidenced by the Physical Activity Questionnaire for Adolescents (PAQ-A; criterion). Boys were more active than girls, both at baseline (t-test = 3.09, p < 0.001) and at follow-up (t-test = 3.4, p < 0.001). Physical activity level decreased over the observed two-year period (t-test = 16.89, p < 0.001), especially in boys, which is probably a consequence of drop-out from the sport in this period. Logistic regression evidenced parental education as a positive predictor of physical activity level at baseline (OR [95% CI]; 1.38 [1.15–170], 1.35 [1.10–1.65]), and at follow-up (1.35 [1.11–1.69], 1.29 [1.09–1.59], for maternal and paternal education, respectively). Parents with a higher level of education are probably more informed about the importance of physical activity on health status, and thus transfer this information to their children as well. The age from 14 to 16 years is likely a critical period for maintaining physical activity levels in boys, while further studies of a younger age are necessary to evaluate the dynamics of changes in physical activity levels for girls. For maintaining physical activity levels in adolescence, special attention should be paid to children whose parents are less educated, and to inform them of the benefits of an appropriate physical activity level and its necessity for maintaining proper health and growth.

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Umma, I’ana, and Teuku Afrizal. "Analisis Tingkat Literasi Keuangan Mahasiswa Diploma dan Sarjana serta Perbedaannya Berdasarkan Faktor Demografi." Journal of Education, Humaniora and Social Sciences (JEHSS) 3, no. 3 (March 3, 2021): 1394–405. http://dx.doi.org/10.34007/jehss.v3i3.584.

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This study focuses on analyzing the literacy level of diploma and undergraduate students. Besides understanding the differences based on demographic factors including gender, parental education, parents' income, and education level. The research data was collected through an online survey which was distributed to 500 respondents throughout Indonesia using social media. The data collected was 301 respondents. Then analyzed using the independent sample t test. The results found that the level of financial literacy of diploma and undergraduate students was low. It was also found that there was no difference in the level of student financial literacy based on gender, parental education, parents' income and the level of education that students were taking.

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Bulić, Aid. "Parental interpersonal conflict resolution styles according to parents' gender and level of education." Nastava i vaspitanje 67, no. 1 (2018): 191–204. http://dx.doi.org/10.5937/nasvas1801191b.

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Vista, Alvin D., and Tarek C. Grantham. "Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students." Journal of Psychoeducational Assessment 28, no. 3 (September 2009): 236–48. http://dx.doi.org/10.1177/0734282909344416.

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Criddle, Monte N., Scot M. Allgood, and Kathleen W. Piercy. "The Relationship Between Mandatory Divorce Education and Level of Post-Divorce Parental Conflict." Journal of Divorce & Remarriage 39, no. 3-4 (September 2003): 99–111. http://dx.doi.org/10.1300/j087v39n03_05.

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Iwaniec, Janina. "The effects of parental education level and school location on language learning motivation." Language Learning Journal 48, no. 4 (February 27, 2018): 427–41. http://dx.doi.org/10.1080/09571736.2017.1422137.

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Annobil, Charles Nyarko, Abraham Annan, and Samuel Douglas Quansah. "Parental Support Towards Quality Religious and Moral Education Delivery at Primary School Level." Advances in Social Sciences Research Journal 7, no. 8 (August 17, 2020): 263–77. http://dx.doi.org/10.14738/assrj.78.8785.

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The nature and functions of the school reflect the demands and expectations of the larger society including parents. The objective of this sequential explanatory mixed method design study was to obtain the views of RME teachers and headteachers regarding how parents (of primary school pupils) were influencing quality delivery of Religious and Moral Education (RME) in Cape Coast, Ghana. Data were sought from 264 RME teachers and 15 headteachers through questionnaire, interview and lesson observation. The instruments were pre-tested and validated to obtain high degree of reliability and dependability. The questionnaire data obtained reliability co-efficient value of r =. 845, the observation data obtained Cohen’s Kappa value of .765 (k = .765, p < .000) and the interview data were duly validated to ensure interview trustworthiness. Frequencies, percentages, charts, tables, means and standard deviations were used to analyze the research questions while inferential statistics (multiple regression) was used to analyze the quantitative data. The research questions were discussed based on quantitative and qualitative analysis of the data collected. The variable (parent support) correlated averagely with r = 0.433, p = .000 with the teaching of RME at 5% significance level (α = .05); indicating that parental support has significant effect on quality delivery of RME (Teaching of RME) in the metropolis. It was found out that parents directly or indirectly contribute to RME instruction in the schools through counselling and material supports. Upon the findings it was recommended to parents to collaborate with RME teachers to ensure adequate provision of basic resources that can facilitate dispassionate and objective teaching and learning of RME.

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Lim, Won-Tack. "Impacts of Parental Involvement and Parents’ Level of Education on Student’s Academic Accomplishment." Education Journal 10, no. 1 (2021): 35. http://dx.doi.org/10.11648/j.edu.20211001.15.

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Cheema, Jehanzeb R. "Effect of math-specific self-efficacy on math literacy: Evidence from a Greek survey." Research in Education 102, no. 1 (November 29, 2017): 13–36. http://dx.doi.org/10.1177/0034523717741914.

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Prior research has suggested a strong link between student-level psychological constructs such as self-efficacy and achievement in academics. In this study, we looked at the relationship between math self-efficacy and mathematics literacy using a large-scale survey from Greece. Our analytical results show that there is a strong association between math self-efficacy and math literacy among Greek high school students, and that this association persists even after controlling for student-level differences such as age, grade, gender, parental education, parental occupation, family wealth, cultural possessions, and availability of educational resources at home, and school-level differences such as school type, school size, student–teacher ratio, and school-level socioeconomic status.

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Mu'arif, Nursalim Bayu. "Economic Analysis of Households and Education Levels of Parents on the Decision to Continue to College Education at SMK Siang, Tulungagung District." INTERDISCIPLINARY JOURNAL ON LAW, SOCIAL SCIENCES AND HUMANITIES 1, no. 2 (December 24, 2020): 15. http://dx.doi.org/10.19184/ijl.v1i1.19195.

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This research is motivated by the still low number of students who continue their studies to higher education in Tulungagung, Indonesia. This can be seen in the attitude of students who do not show interest in the compilation of high school choices presented by the teachers. The purpose of this article is threefold. First, this article aims to elucidate how the level of household economics is related to the decision to enroll in higher education. The second research objective is to find whether the parental level of education has an impact on the decision to continue in higher education. Third, this study aims to understand whether the combined influence of household economic level and parental level of education influences the decision of studying higher education. This paper relies on questionnaires conducted in the class X SMK SIANG Tulungagung during the academic year 2019/20 as a method of data collection. The data analysis techniques include validity, reliability, classic assumption tests, multiple linear regression and hypothesis testing. The results of the data analysis show that: (1) the value of t arithmetic in the variable (X1) ‘analysis of the household economic’ of 2.148 <t table are 2.004. Thus, it can be concluded that there are significant differences in how the household economic level influences the decision to go to college. (2) The value of t arithmetic on the variable (X2) ‘level of parental education’ of 2,200> t table is 2,006. College. (3) The test results obtained through calculating the F value of 4.970> from F table are 3.16. College.

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ÇİÇEK, İlhan. "Parental Attitudes and Socio-demographic Factors as Predictors of Smartphone Addiction in University Students." International Journal of Psychology and Educational Studies 8, no. 2 (April 19, 2021): 158–69. http://dx.doi.org/10.52380/ijpes.2021.8.2.430.

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The aim of the study is to examine predictive effect of parental attitudes and socio-demographic variables (age, gender, time spent on smartphone, number of siblings, students’ feeling social, and parental education level) in university students’ addiction to smartphones. Participants included 670 university students whose age ranged between 18-30 years (M=21.6, SD=6.3). Smartphone Addiction Scale (SAS) and Parental Attitude Scale (PAS) and Socio-Demographic Information Form were used to collect data. The results showed that age, gender, parental education level, time spent on smartphone, number of siblings, and state of feeling social and parental attitudes predicted a significant amount of variance (11%) in smartphone addiction. The students’ perception of feeling social and parental attitudes functioned as a moderator on their smartphone addiction. It was revealed that the perception to be social softened the relation between authoritarian parental attitude and smartphone addiction. Furthermore, students experienced less smartphone addiction when their perception of feeling social and democratic parental attitudes were taken together. A negative and significant relation was found between democratic and authoritarian parental attitudes and smartphone addiction. A positive and significant relation was established between protective parental attitude and smartphone addiction.

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Qian, Xueqin, David R. Johnson, Yi Chen Wu, John LaVelle, Martha L. Thurlow, and Ernest Davenport. "Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012." Research and Practice for Persons with Severe Disabilities 45, no. 4 (October 19, 2020): 256–70. http://dx.doi.org/10.1177/1540796920962423.

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This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

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Lee, Youngsun, Gayeong Lee, Junghyun Kim, and Minwook Lee. "Equity in Career Development of High School Students in South Korea: The Role of School Career Education." Education Sciences 11, no. 1 (January 5, 2021): 20. http://dx.doi.org/10.3390/educsci11010020.

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Along with the rising concerns of career education in school, the government in South Korea has increased investments for closing the opportunity gap in career education. However, limited studies explored the equity in students’ outcomes of career education. Focusing on career development competencies, we examined if school career education could reduce the socio-economic disparities in the career development of high school students. We used the ordinary least squares (OLS) regression applying school-fixed effects with the representative data from the Korean Education and Employment Panel II. Findings showed that parental education level was positively linked to career development competencies of high school students, though household income was not shown as statistically significant. We also found that for students who engaged in career and vocational classes in school, the parental education level was less likely to be related to their career development competencies. Also, students who were more satisfied with school career education showed a weaker relationship between career development competencies and parental education level. Based on these findings, we discussed the role of school-based career education to narrow the gap in students’ career development from socio-economic backgrounds.

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Gershberg, Alec Ian, and Ben Meade. "Parental contributions, school‐level finances and decentralization: an analysis of Nicaraguan autonomous school budgets." Comparative Education 41, no. 3 (August 2005): 291–308. http://dx.doi.org/10.1080/03050060500211658.

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Badrasawi, Kamal, Humaer Yahefu, and Madihah Khalid. "Challenges to Parental Involvement in Children’s Education at a Primary School: A Rasch Analysis." IIUM Journal of Educational Studies 7, no. 1 (February 5, 2020): 47–57. http://dx.doi.org/10.31436/ijes.v7i1.243.

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AbstractLiterature has evidenced the positive significant role of parental involvement in children’s personality development and education. However, research on parental involvement in children’s education is sparse in rural areas, especially among ethnic minorities in China. Hence, a research project was conducted to examine the level of parental involvement and its role in influencing children’s academic achievement in these areas; and to identify the challenges to parental involvement. This paper aimed to identify the challenges to parental involvement using the cross-sectional survey design. The parents’ of Grades Three and Four school children were selected to answer a questionnaire on parental involvement. The items on challenges to parental involvement were analyzed using the Rasch Measurement Model (Winsteps software program, version 4.1.0). The Rasch analyses revealed that the research instrument met the measurement requirements. Parents’ low proficiency in the Chinese language and the complexity of the school subjects were the biggest challenges to parental involvement. This research has provided useful information to parents, teachers, school administration and policy makers. Further research could be conducted using more items and larger samples from other school grades. Qualitative research is recommended to obtain more in-depth information on parental involvement in general, and the challenges in particular. Keywords: Parental involvement, Rasch measurement model, challenges to parental involvement, children’s personality development, China's ethnic minorities

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Zanardo, V., F. Freato, and C. Cereda. "Level of Anxiety in Parents of High-Risk Premature Twins." Acta geneticae medicae et gemellologiae: twin research 47, no. 1 (January 1998): 13–18. http://dx.doi.org/10.1017/s0001566000000337.

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AbstractWe attempted to define parental anxiety in a population of parents of high-risk premature twins (mean birth weight 1.493 ± 227 kg; mean gestational age 33 ± 3.5 weeks), admitted to III level NICU. We specifically examined the following factors: gestational age of the twins, whether or not the twins had ventilatory support, pulmonary sequelae, major malformations or intra-ventricular hemorrhage, parental gender and highest level of education obtained by the parent. In the immediate pre-discharge period and a month later, a questionnaire (State-Trait Anxiety Inventory) was given to all parents of premature twins presenting for the discharge. The parents of 30 twins entered the study twice, at the discharge of their first twin (mean postnatal age 40 ± 32 days), and one month later. They included 15 mothers and 11 fathers, aged 33 ± 5.5 and 33 ± 4.2 years, and at the second evaluation 11 mothers and 10 fathers, respectively. As case-controls we examined parental anxiety of fifteen consecutive singleton high-risk prematures, with equal gestational age, discharged immediately after. Our results indicate that the parents of high-risk twin and singleton prematures present an elevated, lasting state-trait anxiety level. Pre- and post-discharge parental anxiety is more elevated (not significant) in twinning with respect to the prematurity alone. When assessed separately by parental gender, in both these groups an increased (not significant) anxiety was persistently found in the mothers. We recommend that, although neonatologists generally define the discharge of the high-risk premature based upon the acquired stabilization of vital parameters, they pay special attention to the twin group we have identified which is at increased risk for predischarge parental anxiety.

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Louis, Barbara, and Michael Lewis. "Parental Beliefs about Giftedness in Young Children and Their Relation to Actual Ability Level." Gifted Child Quarterly 36, no. 1 (January 1992): 27–31. http://dx.doi.org/10.1177/001698629203600107.

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Sochocka, Lucyna. "Parental knowledge and attitudes towards vaccination of children under 18 years of age." Medical Science Pulse 15, no. 1 (March 31, 2021): 1–5. http://dx.doi.org/10.5604/01.3001.0014.8274.

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Background: Preventive vaccinations are the essence for the protection of humanity against the consequences of infectious diseases. They shape “herd” immunity if the entire population prevent disease incidence, morbidity. This ultimately reduces the number and severity of complications and death in the human population. Effective and active immunization of children and young people depends strongly on society’s level of knowledge about preventive vaccinations. Objectives: The study’s main objective was to evaluate the level of parental knowledge and attitudes towards preventive vaccinations in children and teens as well as the identification of factors determining the attitudes of parents towards the obligation to conduct preventive vaccinations in children and teens under 18 years of age. Material and methods: The research group consisted of 170 parents. A diagnostic survey and questionnaire technique was used with the use of the author’s original questionnaire. The survey questionnaire consisted of 27 questions. Results: Most parents had an average level of knowledge (n=136; 79.5%) about preventive vaccinations. It was noticed that the higher the level of parental knowledge about preventive vaccinations, the more often they deemed vaccinations necessary. The level of parental knowledge about preventive vaccinations does not depend on their age or education but rather their domicile location. Parental education, as well as domicile, did not significantly influence their attitudes towards the obligation of preventive vaccinations. Conclusions: Parental knowledge about preventive vaccinations is on an average level. The relation between the parents’ opinions about mandatory immunization in Poland and their knowledge in this field was not noticed. The level of parental knowledge about mandatory immunization was not statistically significant or dependent on age and education. More often than men, women claimed that the vaccination schedule effectively stabilizes and positively influences the epidemiological situation in Poland.

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Fleury, Nicolas. "Education gap between second-generation migrants and natives and the role of intergenerational transmission of education." International Journal of Manpower 38, no. 2 (May 2, 2017): 288–317. http://dx.doi.org/10.1108/ijm-10-2015-0173.

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Purpose The purpose of this paper is to analyse the role played by parental education endowments vs intergenerational transmission of education in education differences between second-generation immigrants and natives for the French case. Design/methodology/approach First, estimates of human capital accumulation functions are performed by using a representative sample of the French population. Second, the Blinder-Oaxaca decomposition technique is implemented to underline the specific roles of differences in parental education endowments and of differences in intergenerational transmission in education between origins. Findings The econometric estimates of human capital accumulation function parameters underline that the determinants of education level (and their magnitude), differ substantially between natives and migrants. They also underline evidence of heterogeneity in the intergenerational transmission of education among the different origins of migrants in France. The Oaxaca-Blinder decomposition results show that parental education endowments account differences for a significant part of the education gaps among origins. No evidence is found that differences in parental transmissions of education explain these gaps. Originality/value The paper focusses on France, a country with a rich history of immigration in the twentieth century. The econometric analysis is based on a rich source of data for France that allows studying intergenerational mobility in education and also distinguishing natives from second-generation migrants based on their geographical origin.

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GATHERCOLE, VIRGINIA C. MUELLER, IVAN KENNEDY, and ENLLI MÔN THOMAS. "Socioeconomic level and bilinguals’ performance on language and cognitive measures." Bilingualism: Language and Cognition 19, no. 5 (August 6, 2015): 1057–78. http://dx.doi.org/10.1017/s1366728915000504.

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The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

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Journal articles on the topic 'Parental education level'

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