Impact of Parents Business on Childrens Academic Achievement in the Northern Mountainous Areas of Vietnam
Author(s)
Phan Thi Thu Hien , Bao Khanh Vu ,
Download Full PDF Pages: 46-55 | Views: 92 | Downloads: 17 | DOI: 10.5281/zenodo.12704866
Abstract
The objective of this study is to evaluate the impact of parental occupation as business owners and their educational levels on children's academic performance, particularly among students in Northern mountainous regions of Vietnam. The research involves examining and interviewing 32 households in Moc Chau District, Son La Province, and Yen Son District, Tuyen Quang Province, Vietnam. Through detailed interviews with those families, we assess the perceptions of various business owners regarding the importance of education for their children. Moreover, a critical aim of this study is to estimate the influence of parental occupation, business activities, and family economic situations on the educational outcomes of children in these areas, particularly in Son La and Tuyen Quang provinces. The quantitative analysis results indicate that children from families where parents are engaged in economic activities tend to perform better at academic institutions compared to those from families solely involved in farming. Based on these findings, the study promises economic and business development recommendations for households in the northern mountainous regions of Vietnam
Keywords
Parents' business, economic, children's academic, northern mountainous areas, Vietnam
References
Berrone P., Cruz C., Gómez-Mejía L. R. (2012). Socioemotional wealth in family firms: Theoretical dimensions, assessment approaches, and agenda for future research. Family Business Review, 25(3), 258–279.
Berrone, P., Cruz, C., Gomez-Mejia, L. R., & Larraza Kintana, M. (2010). Socioemotional wealth and corporate responses to institutional pressures: Do family-controlled firms pollute less? Administrative Science Quarterly, 55(1), 82-113.
Casillas J., Moreno-Menendez A., Barbero J., Clinton E. (2019). Retrenchment strategies and family involvement: The role of survival risk. Family Business Review, 32(1), 58–75.
DeTienne, Chirico F. (2013). Exit strategies in family firms: How socioemotional wealth drives the threshold of performance. Entrepreneurship Theory & Practice, 37(6), 1297–1318.
Glover, J. L., & Reay, T. (2015). Sustaining the family business with minimal financial rewards: How do family firms continue? Family Business review
Gomez-Mejia L. R., Cruz C., Berrone P., De Castro J. (2011). The bind that ties: Socioemotional wealth preservation in family firms. Academy of Management Annals, 5(1), 653–707.
Gómez-Mejia, L. R. Cruz, C., Berrone, P., & De Castro, J. (2011). The bind that ties: Socio-emotional wealth preservation in family firms. The Academy of Management Annals, 5(1), 653-707.
M.C. Engels et al. The role of affective teacher-student relationships in adolescents' school engagement and achievement trajectories. Learning and Instruction (2021)
Malto, R.V., Davis, P. S., Pearce, J. A., & Robinson, R. B. (2010). Satisfaction with firms performance in family businesses. Entrepreneurship Theory and Practice, 34(5), 985-1002.
N. Kiuru et al. Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence (2020)
N. Kiuru et al. Elementary school teachers adapt their instructional support according to students' academic skills a variable and person-oriented approach. International Journal of Behavioral Development (2015)
R. Fu et al. Developmental trajectories of academic achievement in Chinese children: Contributions of early social-behavioral functioning. Journal of Educational Psychology (2016)
S. Ebert. Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology (2020)
S. Lecce et al. Reading minds and reading texts: Evidence for independent and specific associations. Cognitive Development (2021)
S.C. Krogh, 'You can't do anything right': How adolescents experience and navigate the achievement imperative on social media, Young, 31 (1) (2023), pp. 5-21, 10.1177/11033088221111224
Cite this Article: