01852nam a22002537a 4500003000400000005001700004008004100021022001400062040000900076100001700085130004000102245011900142264004400261300002100305336000900326337001600335338001200351440002200363500113100385650002601516650002601542650001501568700001501583OSt20260311133443.0260311b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aJung, Eunjoo  aThe Journal of Educational Research  aParental involvement, children's aspirations, and achievement in new immigrant families /cEunjoo Jung & Yue Zhang  aUSA :bTaylor & Francis Group ; c2016.  a333-350, c21cm.  atext  aunmediated   avolume   v109(4)x0022-0671  aThe authors investigated the relationships among aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspiration, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N =1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children. 0aParental involvement  0aChildren's aspiration 0aImmigrants  aZhang, Yue