Child Development
Volume 90, Issue 2, 2019, Pages e230-e245

From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children (Article)

Li J.* , Yamamoto Y. , Kinnane J.M. , Shugarts B.C. , Ho C.K.K.
  • a Brown University, United States
  • b Brown University, United States
  • c University of Richmond School of Law, United States
  • d GCP Primary Charter School, United States
  • e Brown University, United States

Abstract

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. © 2018 Society for Research in Child Development

Author Keywords

[No Keywords available]

Index Keywords

male female major clinical study immigrant European American preschool child awareness Article achievement literacy human gender Child
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043343226&doi=10.1111%2fcdev.13055&partnerID=40&md5=0a2b0dca5e2092979bab70b6590323aa
DOI: 10.1111/cdev.13055
ISSN: 00093920
Cited by: 2
Original Language: English