The Role of Parental Social Closure in the Academic Achievement of Hong Kong Students

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Increasing Effective Parental Involvement and Family Engagement Strategies in Schools

Abstract

Using data from the 2015 Programme for International Student Assessment, the present study investigated the relationship between parental social closure, school contexts, and Hong Kong 15-year-old students' academic performance. Multilevel analysis results suggested that parents' social interactions with other parents and school staff all have significant associations with their children's academic achievement. However, a higher-density community social closure among parents showed a negative linkage with students' academic success. Parental social interactions with school staff and teacher, in contrast, could help Hong Kong students to perform better in examinations. These results provide some insights for the formulation of policies regarding home–school cooperation for increasing Hong Kong student's educational outcomes.

Authors

• Shuyi Zhao, University at Buffalo - SUNY

• Lei Zhu, University at Buffalo - SUNY