SSR Seminar Series: Meta-Insights on the Relationships among Socioeconomic Status, Parenting, and Student Learning
Video Recording
- Registration slots are limited and will be assigned on a first come, first served basis.
- Successful registrants will be informed by 28 July 2023 via email.
- Unsuccessful sign-ups will be redirected to attend online (refer below for online event details).
- Registrants will receive the Zoom link via email after registration.
Seminar Details
The presentation discusses the evidence from three large-scale studies on the relationships among socioeconomic status (SES), parenting, and student learning. The first study synthesises findings from 98 studies dated 2000-2017 to provide insights on the role of SES and parental involvement in student learning. It identifies parental involvement practices that contributes the most to students’ learning, thereby addressing the question by many parents and social service agencies as to what parents should do to maximise children’s learning. The second study illuminates how SES influences students’ learning indirectly by shaping their attitudes and beliefs. Results from the analysis of data from more than 5,000 students and their parents/guardians in Hong Kong who participated in the Programme for International Student Assessment (PISA) 2015 challenge our understanding regarding how best to empower students in their learning. The final study investigates how school SES may influence student learning beyond the family. It synthesises findings from 97 studies dated 2000-2020 to show that the school SES effect on student learning is large and that this effect size is associated with some school attributes and processes more than others. The findings have the potential to inform education policy and practice on school effectiveness and improvement.
Associate Professor and
Research Leader
Academic Unit of Social Contexts and
Policies of Education
Faculty of Education
The University of Hong Kong
Cheng Yong Tan (PhD) is Associate Professor and Research Leader in the Academic Unit of Social Contexts and Policies of Education, Faculty of Education at The University of Hong Kong. His research programme critically examines how different sources of influence give rise to educational equity and other complex educational issues that require comprehensive educational solutions in the form of educational policy, leadership and practice. It adopts an ecological perspective encompassing sociocultural, home, and school factors to unravel this complexity. His research has employed a comprehensive suite of methodological approaches (including multilevel modelling and latent class/profile analysis, meta-analysis, and meta-ethnography) to derive meta-insights on the different factors that contribute to student learning. His current research projects examine the role of digital parenting and effective school processes during COVID-19 and in the post-pandemic New Normal, and school leadership that promotes equity in student learning.
Associate Professor
Psychology and
Child & Human Development
National Institute of Education
Nanyang Technological University
Dr Chong Wan Har is an Associate Professor at the National Institute of Education, NTU and is the co-head (Evaluation) of the Centre for Assessment and Evaluation, NIE. She holds a PhD in Educational Psychology from NTU and a Bachelor’s degree in Social Work from NUS. She has been a principal investigator and collaborator in the evaluation of a number of early childhood and social service programmes. She teaches programme evaluation and implementation issues in in-service and graduate level programmes at NIE.