Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years

被引：119

作者：

Huntsinger, CS

Jose, PE

Larson, SL

Shaligram, C

机构：

[1] Coll Lake Cty, Social Sci Div, Grayslake, IL 60030 USA

[2] Loyola Univ, Dept Psychol, Chicago, IL 60626 USA

[3] Univ Illinois, Sch Publ Hlth, Div Epidemiol Biostat, Chicago, IL USA

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2000年 / 92卷 / 04期

关键词：

D O I：

10.1037//0022-0663.92.4.745

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Forty European American (EA; 20 girls, 20 boys) and 40 second-generation Chinese American (CA; 20 girls, 20 boys) preschool and kindergarten children (mean age at Time 1 = 5.7 years) and their mothers, fathers, and teachers participated in 3 data collections (1993, 1995, and 1997) to investigate sociocultural and family factors that contribute to children's academic achievement. CA children outscored EA children in mathematics at all 3 times. Initially, EA children outscored CA children in receptive English vocabulary, but CA children caught up to EA children at Time 3. CA children were better readers than EA children at Time 3. According to parental self-reports, CA parents structured their children's time to a greater degree, used more formal teaching methods, and assigned their children more homework. Parents' work-oriented methods and child-specific beliefs at Time 1 influenced children's mathematics performance at Time 3.

引用

页码：745 / 760

页数：16

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