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Using multi-group multivariate path analysis, the present study examined the role of learning approaches (rote learning and in-depth learning) as mediators for relationship between parental educational level and math and science achievement in adolescents in the United States and India, using Program for International Student Assessment (PISA) 2009 student questionnaire data. Results suggested significant direct effects of father’s education on math and science achievement in both countries. Mother’s education was directly linked with math outcome in both countries, and science outcome in American students. Rote learning strategy partially mediated relationship between parental education and achievement in Indian students; whereas in-depth learning partially mediated relation between father’s education and academic outcomes in American students.