The Types of Parental Involvement and Secondary School Students’ Subject Literacy: A Latent Class Analysis Based on the Data of Hong Kong and Macao in PISA 2018

doi:10.16382/j.cnki.1000-5560.2023.01.005

Abstract

Abstract:

It is both theoretically and practically important to investigate the types and features of parental involvement and their relationships with secondary school students’ subject literacy. Using the data of Hong Kong and Macao in PISA 2018, this study conducted a latent class analysis (LCA) to identify four different latent classes of parental involvement. We then used the robust three step method (R3STEP）and BCH respectively to test how covariates such as region, student gender, and grade contributed to the classification of parental involvement and how different classes of parental involvement were related to students’ mathematics literacy, reading literacy, science literacy, and global competence. The results showed that (a) region, student gender, grade, family ESCS, and parents’ expectation of their child’s educational level were significantly related to, while the gender of parents/guardians who filled the questionnaire was not significantly related to the classification of parental involvement; (b) students of different parental involvement classes were in general found to be significantly different from each other in terms of their subject literacy. Specifically, students of Class 1 (Low Involvement Class, C1, 39.1%) were found to have the highest average scores in mathematics literacy, reading literacy, and science literacy, but not in global competence. Students of Class 2 (Busy and High Involvement Class, C2, 33.3%) were found to have slightly higher average scores in reading literacy than those of class 3 (Comprehensive and High Involvement Class, C3, 23.1%), but have lower performance in mathematics literacy, science literacy, and global competence than those of Class 3. Students of Class 4 (Limited and Moderate Involvement Class, C4, 4.5%) were found to have the lowest average scores in mathematics literacy, reading literacy, and science literacy, but have better performance in global competence.

Key words: parental involvement, latent class analysis, PISA, subject literacy

Shenghua Huang, Hongbiao Yin, Yule Jin. The Types of Parental Involvement and Secondary School Students’ Subject Literacy: A Latent Class Analysis Based on the Data of Hong Kong and Macao in PISA 2018[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(1): 50-59.

Figures/Tables 5

References 0

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模型	k	Log（L）	AIC	BIC	SSA-BIC	Entropy	LMR（p）	BLRT（p）	各潜在类别占比
一	2	?80335.80	160757.60	161064.47	160927.82	0.80	0.00	0.00	.45/.55
二	3	?77844.90	155819.80	156283.72	156077.16	0.79	0.00	0.00	.24/.41/.35
三	4	?76255.80	152685.60	153306.52	153030.05	0.82	0.00	0.00	.39/.33/.23/.04
四	5	?75270.00	150758.00	151535.90	151189.51	0.80	0.00	0.00	.05/.13/.34/.17/.31
五	6	?74549.80	149361.60	150296.57	149880.27	0.79	0.00	0.00	.18/.09/.04/.25/.22/.21

题项		低度卷入组	繁忙高度卷入组	广泛高度卷入组	限制中度卷入组
题项		C1, 39.1%	C2, 33.3%	C3, 23.1%	C4, 4.5%
家长教育卷入
u1	主动找老师讨论我孩子的行为	0.11	0.80	0.72	0.57
u2	老师主动找我讨论我孩子的行为	0.28	0.92	0.81	0.70
u3	主动找老师讨论我孩子的学习进度	0.09	0.80	0.67	0.53
u4	老师主动找我讨论我孩子的学习进度	0.26	0.95	0.81	0.66
u5	参与地方学校管理的活动，例如：学校管理委员会	0.10	0.04	0.60	0.45
u6	主动参与劳力或课外活动	0.05	0.04	0.46	0.46
u7	主动支持学校活动	0.04	0.03	0.43	0.48
u8	出席已安排的家长会议或研讨会	0.29	0.28	0.91	0.59
u9	与老师谈论如何在家里支持孩子学习及做家课	0.15	0.66	0.86	0.60
u10	与老师交流养育、家庭支持或理解孩子发展的想法	0.12	0.61	0.84	0.62
限制家长教育卷入的因素
v1	会谈时间不方便	0.54	0.72	0.20	0.80
v2	我未下班	0.56	0.74	0.24	0.78
v3	我没有人照顾孩子	0.11	0.15	0.06	0.57
v4	到学校的路途不安全	0.01	0.01	0.01	0.38
v5	我有交通上的问题	0.02	0.03	0.01	0.45
v6	我感到孩子的学校不欢迎我	0.01	0.00	0.00	0.30
v7	我通常在学校感到局促不安	0.03	0.03	0.00	0.38
v8	我的语言能力不足	0.10	0.09	0.04	0.57
v9	我认为我的参与和孩子的发展无关	0.10	0.07	0.02	0.47
v10	我不知道我可以如何参与学校的活动	0.11	0.07	0.07	0.60
v11	我孩子不希望我参与	0.12	0.11	0.04	0.46

	C2繁忙高度卷入组^a		C3广泛高度卷入组^a		C4限制中度卷入组^a
	OR	SE	OR	SE	OR	SE
地区^b	0.21***	0.02	5.20***	0.41	1.60**	0.21
年级	0.81***	0.04	0.72***	0.04	0.80**	0.07
性别^b	1.19*	0.07	1.34***	0.09	1.69**	0.22
家长问卷填写人性别^b	0.87*	0.06	1.05	0.08	1.33	0.18
经济社会文化地位	1.03	0.03	1.22***	0.05	0.72***	0.06
家长期望^b	0.97	0.07	1.01	0.08	0.40***	0.06

学科类别	分组	Mean	S.E.	组间差异（class k-class k+i,i=0,1,2,3）				整体卡方检验
学科类别	分组	Mean	S.E.	C1	C2	C3	C4	整体卡方检验
数学素养	C1低度卷入组	567.11	1.54	0				106.62***
	C2繁忙高度卷入组	552.02	1.78	15.09***	0
	C3广泛高度卷入组	554.46	2.14	12.65***	?2.44***	0
	C4限制中度卷入组	514.79	5.57	52.32***	37.23***	39.67***	0
阅读素养	C1低度卷入组	538.74	1.67	0				100.94***
	C2繁忙高度卷入组	525.98	1.92	12.76***	0
	C3广泛高度卷入组	522.49	2.39	16.25***	3.49***	0
	C4限制中度卷入组	482.24	6.09	56.5***	43.74***	40.26***	0
科学素养	C1低度卷入组	539.43	1.47	0				136.85***
	C2繁忙高度卷入组	517.51	1.70	21.93***	0
	C3广泛高度卷入组	536.90	2.17	2.54	?19.39***	0
	C4限制中度卷入组	495.03	5.38	44.41***	22.48***	41.87***	0
跨文化素养	C1低度卷入组	733.88	4.09	0				1747.77***
	C2繁忙高度卷入组	603.65	3.98	130.23***	0
	C3广泛高度卷入组	898.17	5.44	?164.29***	?294.52***	0
	C4限制中度卷入组	761.74	15.67	?27.86	?158.09***	136.43***	0

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