Date of Award

6-15-2015

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Research Methods and Information Science, Research Methods and Statistics

First Advisor

Duan Zhang

Second Advisor

P. Bruce Uhrmacher

Third Advisor

Samuel Kim

Fourth Advisor

Devadrita Talapatra

Keywords

Hukou, Invariant test, Parental involvement, Structure equation model, Student academic achievement, Student self-engagement

Abstract

In the ever-evolving landscape of China's education system, the gap between the rural and urban was always an important issue, not only the multifaceted interplay of parental involvement, student self-engagement, and academic performance. This study utilized a comprehensive national survey dataset through a thorough understanding of cultural nuances and educational intricacies specific to the Chinese context. Its aim was not only to decipher the underlying constructs of parental involvement and student self-engagement but also to investigate how these factors impacted academic achievement among students. The research unfolded in several stages using a representative sample of 10750 students from 112 schools in the China Education Panel Survey for the Academic Year 2013-15. Initially, through meticulous factor analyses, reliable constructs for parental involvement and student self-engagement were established. The study then rigorously assessed the stability and consistency of these constructs across diverse perspectives, incorporating parents' vs. children’s and two-time points’ data to enrich the understanding. The research probed the intricate web of causal relationships among parent involvement, student self-engagement, and academic achievement by employing a sophisticated structural equation model. The findings illuminated the major dimensions of parental involvement and student self-engagement, offering insights into their stability over time and from different vantage points. The results unraveled the nuanced dynamics of how these factors collectively shaped academic outcomes and how parental involvement plays important roles, especially the parents’ expectations. Additionally, exploring the rural-urban gap underlined the socio-educational disparities that underscore China's educational landscape. The results uncovered the moderate effects of Hukou. Agricultural Hukou students faced enormous challenges in academic performance, indicating the impact of socioeconomic disparities and institutional differences. It highlighted the significance of understanding the intersections of parental involvement and Hukou's influence on academic outcomes, urging targeted interventions for equitable education access in the Chinese context.

Copyright Date

6-2024

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Cuirong Wu

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

246 pgs

File Size

4.4 MB

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