Graduate School of Education, The University of Tokyo
Abstract
This study focuses on students in Mongolia, who have succeeded on their educational path to university despite childhood hardships caused by educational confusion after the introduction of a market economy in the 1990s. The purpose of this study is to clarify the factors of parental involvement in children’s education in post-socialist Mongolia. In the verification process, an analysis proved that parental involvement in children’s education has no statistically significant correlations to the students’ hometown or parents’ educational background, which is contradictive to past studies which were mainly conducted in developed countries. The analyses of the focus group data as well as the quantitative data show that parental aspiration and incentive for their children’s education exert a beneficial impact on parental involvement. This shows that understanding educational development necessitates examining developing countries within their local context
