This study explores the influence of parental involvement on children's academic development, and comprehensively defines the indicators of children's academic development from the perspective of core literacy. Based on urban and rural household registration status and regional migration, children in China are divided into four categories. Three main findings are as follows. First, parents' direct learning participation can hardly benefit children's academic development, regardless of what type of children. Specifically, this type of parental participation has a significant negative impact not only on academic test score of all children, but also on all academic development dimensions of children who have rural to urban migrant experience. Second, parents' emotional participation behavior can effectively promote the academic development of children, regardless of migration type. Third, parents’ cultural participation has a positive effect on local urban children’s academic development, while it has a negative effect on the learning willpower and curiosity of urban–urban migrant children who move from one urban area to another in different provinces/districts. Under the background of mass internal migration and rapid urbanization, our findings provide implications for parents to better participate in their children's education in the context of rapid population movements and urbanization.
Parental Involvement, Academic Development, Core Literacy, Rural Hukou(Household Registration), Regional Migration
Major research projects of the Ministry of Education – ”The research on the relationship between education and economic development and the contribution of them(15JZD040)”, special fund for Disciplinary Construction in 2017 by the Department of Education of Beijing Normal University.
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