Responsive early childhood parenting, preschool enrollment, and eventual student learning outcomes: a cross-country analysis using hierarchical linear modeling with TIMSS 2019 data

This paper examines whether parental engagement in early childhood and preschooling act as substitutes, or whether their joint effect enhances students’ learning outcomes. We utilize the TIMSS 2019 dataset and employ a hierarchical linear modeling (HLM) approach to analyze data from 52 countries, en...

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Veröffentlicht in:International journal of child care and education policy (Seoul) Jg. 19; H. 1; S. 3 - 22
Hauptverfasser: Bhutoria, Aditi, Aljabri, Nayyaf, Bose, Saheli
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Singapore Springer Nature Singapore 01.12.2025
Springer
Springer Nature B.V
SpringerOpen
Schlagworte:
A20
A21
Analysis
Childhood
Early Childhood Education
Early childhood education and care (ECEC)
Education
Educational objectives
Educational Policy and Politics
Enrollments
Hierarchical Linear Model (HLM)
Hierarchical Linear Modeling
Hierarchies
Home and school
I21
Learner Engagement
Learning
Learning outcomes
Linear analysis
Literacy
Mathematics
Mathematics Tests
Methods
Numeracy
Outcomes of Education
Parent Influence
Parent Participation
Parent-child relations
Parents & parenting
Preschool children
Preschool Tests
Sciences education
Scores
Students
Study and teaching
Test scores
Trends in International Mathematics and Science Study (TIMSS)
Young Children
Saudi Arabia
Trends in International Mathematics and Science Study (TIMSS)
A21
Hierarchical Linear Model (HLM)
Early childhood education and care (ECEC)
C39
I21
A20
ISSN:2288-6729, 1976-5681, 2288-6729
Online-Zugang:Volltext
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Zusammenfassung:This paper examines whether parental engagement in early childhood and preschooling act as substitutes, or whether their joint effect enhances students’ learning outcomes. We utilize the TIMSS 2019 dataset and employ a hierarchical linear modeling (HLM) approach to analyze data from 52 countries, ensuring a robust examination of cross-national variations. Although extant literature proposes that parental engagement and preschooling are likely to function as substitutes, our analysis reveals that they can also serve as complements. For instance, a one-unit increase in the TIMSS ECEC parental engagement index is associated with an estimated increase of 0.58 and 0.85 units in math test scores for students with up to one and two years of preschooling, respectively. In the case of science, for students with three or more years of preschooling, our findings suggest a substitutive relationship between parental engagement and preschool participation. In addition, we find that home literacy and numeracy activities undertaken by parents influence both math and science scores, albeit differently. Furthermore, we observe that a higher degree of parental engagement, combined with preschooling, yields the largest test score gains in countries with a greater proportion of children already enrolled in preschool, thereby making a case for expanding preschool access.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2288-6729
1976-5681
2288-6729
DOI:10.1186/s40723-025-00141-6