Assessing the Independent Contribution of Maternal Educational Expectations to Children’s Educational Attainment in Early Adulthood: A propensity Score Matching Analysis
Référence bibliographique 
Pingault, Jean-Baptiste, Côté, Sylvana M., Petitclerc, Amélie, Vitaro, Frank et Tremblay, Richard E. 2015. «Assessing the Independent Contribution of Maternal Educational Expectations to Children’s Educational Attainment in Early Adulthood: A propensity Score Matching Analysis ». PLoS ONE, vol. 10, no 3, p. 19.
Intentions : «Parental educational expectations have been associated with children’s educational attainment in a number of long-term longitudinal studies, but whether this relationship is causal has long been debated. The aims of this prospective study were twofold: 1) test whether low maternal educational expectations contributed to failure to graduate from high school; and 2) compare the results obtained using different strategies for accounting for confounding variables (i.e. multivariate regression and propensity score matching).» (p. 1)
Échantillon/Matériau : «The study sample included 1,279 participants from the Quebec Longitudinal Study of Kindergarten Children.» (p. 1)
Instruments : Questionnaire
Type de traitement des données : Analyse statistique
«Maternal expectations are far from being distributed at random in the population. For instance, maternal expectations are influenced by social characteristics such as the mother’s own level of education. In turn, maternal education is a key predictor of the child’s educational attainment. Mothers with higher levels of education are thus likely to have higher educational expectations for their children, and their children are more likely to succeed in school. Hence, maternal expectations may constitute a by-product of maternal education and, consequently, retains no causal role in predicting children’s educational attainment.» (p. 2) «The results of this study are consistent with the possibility that the contribution of parental expectations to educational attainment is overestimated in the available literature. This may be explained by the use of a restricted range of potential confounding variables as well as the dearth of studies using appropriate statistical techniques and study designs in order to minimize confounding. Each of these techniques and designs, including propensity score matching, has its strengths and limitations: A more comprehensive understanding of the causal role of parental expectations will stem from a convergence of findings from studies using different techniques and designs.» (p. 2)