The Influence of Family Economic Status on Literacy Ability of Early School-Aged Children: The Mediating Effect of Parental Involvement

DOI

10.2991/assehr.k.210121.010How to use a DOI?

Keywords

Family economic status, Cognitive ability of children, Parental involvement

Abstract

The impact of family economic status on children’s development has been widely concerned in recent years. However, the influence of the basic cognitive ability of early school-aged children and its mechanism need to be further studied. In this study, 120 early school-aged children were tested with the revised “Family Economic Status Questionnaire”, “Parental Involvement Questionnaire” and “Children’s Literacy Ability Test”, and found the mediating effect of parental involvement on the relationship between family economic status and children’s literacy ability. The results showed that: (1) family economic status can positively predict the literacy ability of early school-aged children(r=0.27, p<0.05); (2) parental involvement plays the completely mediating effect in the impact of family economic status on the literacy ability of early school-aged children.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rou Sun
PY  - 2021
DA  - 2021/01/23
TI  - The Influence of Family Economic Status on Literacy Ability of Early School-Aged Children: The Mediating Effect of Parental Involvement
BT  - Proceedings of the 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020)
PB  - Atlantis Press
SP  - 52
EP  - 58
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210121.010
DO  - 10.2991/assehr.k.210121.010
ID  - Sun2021
ER  -