From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children.

• Li, Jin ^[1] ; Yamamoto, Yoko ^[1] ; Kinnane, Jamison M. ^[2] ; Shugarts, Bree C. ^[3] ; Ho, Clarence K.K. ^[1]
  1. [1] Brown University

     Brown University

     City of Providence, Estados Unidos

     
  2. [2] University of Richmond

     University of Richmond

     Estados Unidos

     
  3. [3] GCP Primary Charter School

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• Localización: Child development, ISSN 0009-3920, Vol. 90, Nº. 2, 2019, págs. 230-245
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Little research exists on how immigrant children develop their beliefs about school learning (BASLs) in their home and host cultures. We examined the BASLs and achievement children of Chinese immigrants' (CCI) and European American (EA) children. We followed longitudinally 120 middle-class children from age 4 to 5, balanced for gender. Children heard two story beginnings depicting a child eager to attend school and another not. Children completed the stories and were tested for math and literacy achievement. We found seven BASLs. CCIs and EAs showed similar BASLs. Awareness of parental involvement and intellectual benefit consistently explained their achievement, with CCIs showing greater achievement. CCIs' (but not EAs') valuation of learning explained their net academic growth. Implications on CCIs' development are discussed. [ABSTRACT FROM AUTHOR]