The Effect Of Parental Involvement On The Formation Of Children's Abilities

Family education has gradually become a social hot spot,and parental participation is the main form of family education,but also an important part of children's ability investment.Based on new human capital theory and Coleman theory,this paper come to notice the influence of parental involvement on children's cognitive and non-cognitive abilities.At the same time,the existing related researches seldom consider the influence of family structure,especially the one-child family and the non-one-child family,which will coexist and attach importance to the society for a long time even after.There have been many studies showing the difference in cognitive and non-cognitive abilities between only and non-only children.And there is a difference in parental participation between the only-child family and the non-only-child family.Therefore,this paper studies the effect of parental participation on children's cognitive and non-cognitive abilities in one-child and non-one-child families,and tests the significance of this difference.In this paper,data from the 2013-2014 academic year of CEPS were used for analysis.Based on the knowledge of educational economics,educational sociology and other fields,this paper constructs the theoretical basis,and innovatively defines and divides the indicators of parental participation according to the "trinity" education model.Firstly,principal component analysis was conducted for independent variables and dependent variables to reduce collinearity and simplify the number of core variables.Furthermore,descriptive statistics and double-sample t-test were performed for parental participation factors,cognitive ability factors and non-cognitive ability factors of only and non-only families,and the unequal variance was adjusted.The results showed that there were significant differences in cognitive abilities and non-cognitive abilities except willpower between singleton and non-singleton,and some significant differences in parental involvement between singleton and non-singleton except for schoolwork supervision and parental relationship.As a whole,one-child families have higher levels of parental involvement.Then,this paper applies the seemingly unrelated regression(SUR)to cognitive ability and non-cognitive ability respectively for systematic analysis,controls heteroscedasticity,improves the effectiveness of regression results and analyzes the differences between the groups.The results showed that the parents' living companionship with only and non-only children could positively predict their children's cognitive ability.Parents take the initiative to understand and care about the non-only children's schoolwork,which has a positive impact on their children's cognitive ability.The parents' supervision behavior has negative influence on their children.The participation of parents and children in social and cultural activities is conducive to the development of children's cognitive ability and willpower.The less bad behaviors such as smoking and drinking of parents and the better the relationship between parents,the better the development of non-cognitive abilities of only and non-only children.In addition,the results of inter-group comparison showed that there were significant differences in the influence of emotional communication factors on willpower,parental relationship factors on willpower,study supervision factors on cognitive ability,and social and cultural activity factors on agreeableness among only and non-only families.Therefore,this paper argues that non-only-child families are at a disadvantage due to their economic resources,social resources and children's abilities.Therefore,parents' participation should make full use of their strengths and avoid their weaknesses,ensure their parents' emotional communication with their children and their accompanying life,improve or reduce their schoolwork supervision behaviors,and participate in their children's schoolwork activities more actively.For the only-child family,the accompanying of parents' life is more important than the general supervision of life and parents also need to avoid overfocus and so on.This paper mainly has the following innovations and shortcomings:(1)based on the theoretical framework of resource dilution theory and confluence model theory,this paper conducts a comparative study on two kinds of families.Compared with the existing studies,this paper firstly constructs a theoretical framework,secondly conducts empirical analysis,and thirdly conducts a more detailed study on the "crowding out effect" caused by resource dilution,and to some extent investigates the "mediating effect" of parental participation between the number of siblings and children's educational achievements.(2)from the perspective of children's overall development,this paper establishes parental participation indicators based on the "trinity" education model,which can provide comprehensive and systematic guidance for parents' participation and promote their own human capital development during adolescence.In addition,it is also conducive to the improvement and development of the "trinity" education model in China.(3)in this paper,seemingly unrelated regression is used for systematic analysis on the selection of comparative research methods.At the same time,the difference of coefficient between groups was statistically tested to avoid ambiguity caused by direct comparison of coefficient size and obtain more accurate results.Resource's dilution theory Convergence model theory.However,due to the limitations of data collection,this paper did not use a more detailed scale to measure the dependent variables and related indicators of parental participation,leaving it for further in-depth analysis.