The impact of mothers’ adult learning on their children’s academic performance at Key Stage 3: evidence from ALSPAC

Sabates, Ricardo, Duckworth, Kathryn and Feinstein, Leon (2011) The impact of mothers’ adult learning on their children’s academic performance at Key Stage 3: evidence from ALSPAC. Oxford Review of Education, 37 (4). pp. 485-504. ISSN 0305-4985

Full text not available from this repository.

Abstract

This paper investigates whether the inter-generational benefits of parental adult education exists over and above the achievement of parental educational qualifications during schooling and whether returns to parental adult learning are greatest for children of parents with low levels of education. Using data from the UK Avon Longitudinal Study of Parents and Children, ALSPAC, results show that mothers' participation in adult education is not associated with improvements in their children's academic attainment in English and maths at age 14 once the previous parental academic qualifications are included. This lack of relationship was found for the overall sample, and for subgroups defined by the type of adult education (accredited, unaccredited or informal learning), the intensity of learning (duration and engagement) and by mothers' prior educational qualifications. Although our results suggest the maternal adult learning is not a key factor for improvement in children test scores at age 14, further research is needed to investigate the role of parental adult learning at other stages of children's cognitive development.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Related URLs:
Depositing User: Ricardo Sabates
Date Deposited: 06 Feb 2012 21:10
Last Modified: 02 Aug 2012 09:00
URI: http://sro.sussex.ac.uk/id/eprint/29970
📧 Request an update