School Effectiveness and School Improvement ( IF 2.620 ) Pub Date : 2019-06-18 , DOI: 10.1080/09243453.2019.1618348 Katalin Toth 1 , Pam Sammons 1 , Kathy Sylva 1 , Edward Melhuish 1 , Iram Siraj 1 , Brenda Taggart 2
ABSTRACT
This study explores how various measures of home learning environment (HLE) collected at different ages are related to each other and explores associations when the effects of significant child and family characteristics are controlled for. Different age-appropriate measures of the HLE were constructed at ages 3, 7, 11, and 14. The measures were derived from parents’ reports (3, 7, and 11), but at age 14 both adolescents’ self-reports and parents’ questionnaires responses were used. Multilevel models tested the effects of earlier measures of HLE on later measures, while the same set of individual and family characteristics were controlled. The early years HLE measure was a significant predictor of later measures of HLE across different phases of education (primary and secondary school). The strength of the relationships between different HLE measures depended on the time lag between measurements but also on the nature of the activities covered in each dimension.
中文翻译:
跨时间的家庭学习环境:早期HLE和背景在预测晚年HLE中的作用
摘要
这项研究探讨了不同年龄的家庭学习环境(HLE)的各种衡量标准如何相互关联,并探讨了在控制重要的儿童和家庭特征的影响时的关联。在3、7、11和14岁时建立了不同的适合HLE的量度。这些量度来自父母的报告(3、7和11),但在14岁时,青少年的自我报告和父母使用了问卷调查表。多层次模型测试了早期的HLE措施对以后的措施的影响,同时对同一组个人和家庭特征进行了控制。早期的HLE测度是跨越不同教育阶段(小学和中学)的HLE测度的重要预测指标。