000			01863nam a22002657a 4500
003			OSt
005			20240830140730.0
008			240830b |||||||| |||| 00| 0 eng d
022			_a00220671
040			_cDSSC
082			_aPer/371.19/S731/2016
100			_aSoyoung, Kim _911498
130			_aThe Journal of Educational Research _911399
245			_aGender differences in factors associated with how parents communicate with school in Korea _cby Kim Soyoung and Meejung Chin
300			_app. 464-477
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_aThe authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent-school communication: school briefing sessions and parent-teacher conferences. A total of 585 parents-295 mothers 290 fathers from different households-who had at least one child enrolled in middle school in Korea were surveyed. Analytic results indicated that there were gender differences in how mothers and fathers were motivated to communicate with school. More educated and affluent mothers who positively assessed their child's academic achievement but were less confident in the child's ability and dissatisfied with the school-provided information were more likely to communicate with the school, whereas fathers were influenced by the employment status of their wives and communication with the child. Perception of positive child-teacher relationship predicted both mothers' and fathers' engagement in communication. Based on the findings, the authors discuss ways to promote parental involvement in communication with school.
650		0	_aParents-Teacher relationship _911499
650		0	_aParents School relationship _911500
650		0	_aParent-child relationship _911400
942			_2ddc _cPINDEX
999			_c8283 _d8283