ESP-3325

Published

2025-03-03

Issue

Vol. 10 No. 2 (2025): Publishing

Section

Review Articles

License

Copyright (c) 2025 Qingyun Li, Kimberley Kong, Huan Ding, Yichen Shang, Miaoling Zhang, Qian Wang

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Li, Q., Kong, K., Ding, H., Shang, Y., Zhang, M., & Wang, Q. (2025). Parental belief, home literacy environment and children’s English learning attitudes: A bibliometric analysis. Environment and Social Psychology, 10(2), ESP-3325. https://doi.org/10.59429/esp.v10i2.3325

Parental belief, home literacy environment and children’s English learning attitudes: A bibliometric analysis

Qingyun Li

School of Educational Studies, Universiti Sains Malaysia, Penang, 50480, Malaysia, liqingyun1010jolly@student.usm.my

Kimberley Kong

School of Educational Studies, Universiti Sains Malaysia, Penang, 50480, Malaysia, kimberley.kong@usm.my

Huan Ding

College of International Education of Sichuan lnternational Studies University, Chong Qing, 400031, China, 13983603737@163.com

Yichen Shang

College of Education, University of Massachusetts Amherst, 01003-0001, United States, yshang@umass.edu

Miaoling Zhang

School of Physical Education, Fuyang Normal University, 236037, China, zhangmiaoling@student.usm.my

Qian Wang

Institute for Advanced Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia, wenheng20230107@163.com


DOI: https://doi.org/10.59429/esp.v10i2.3325


Keywords: parental belief, home literacy environment, children’s English learning attitudes, bibliometric analysis

Abstract

Early English exposure has a big impact on children’s language development and future learning, especially as English becomes more  and more  important  as  an  international  language.  Children’s  attitudes  (CA)  and  behaviors toward learning English can be influenced by their parents. This study aims to give a thorough examination of the relationship between CA about learning English, parental beliefs (PB), and the home literacy environment (HLE). In this study, the authors performed a bibliometric analysis from the Web of Science (WoS) database on PB, HLE, and CA towards learning English, covering from January 2000 to February 2024. Using VOSviewer and Citespace software for keyword clustering, timeline and burst  analysis, the  authors  explored the interdisciplinary nature and collaborative characteristics of the research. A comprehensive search of the WoS databases yielded  1,102 studies, of which 109 met the inclusion criteria for analysis. The findings advance the understanding of key themes and hotspots in children’s English learning development. The results highlight how important family learning contexts, PB, and literacy variety are in influencing CA toward learning English. These insights are invaluable for educators and parents working to support children’s English language learning and foster positive educational attitudes.

References

[1]. Butler YG, Le V. A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System. 2018;73:4-15. doi:10.1016/j.system.2017.07.005.

[2]. Chen S, Zhao J, de Ruiter L, Zhou J, Huang J. A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement. Int J Biling Educ Biling. 2022;25(4):1212-29. doi:10.1080/13670050.2020.1749230.

[3]. Lai J, Ji XR, Joshi R, Zhao J. Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills. Early Child Educ J. 2022;1-14. doi:10.1007/s10643-022-01413-3.

[4]. Hu XY, Zhou J, Jin LX, Liu HP, Zhang L. Metaphor analysis: a comparative study of Chinese pre-school children’s attitude towards English learning in Shanghai and Mudanjiang. Cogent Educ. 2022;9(1):2120692. doi:10.1080/2331186X.2022.2120692.

[5]. Vasilyeva M, Dearing E, Ivanova A, Shen C, Kardanova E. Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Early Child Res Q. 2018;42:11-20. doi:10.1016/j.ecresq.2017.08.003.

[6]. Weigel DJ, Martin SS, Bennett KK. Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills. Early Child Dev Care. 2006;176(3-4):357-78. doi:10.1080/03004430500063747.

[7]. Choi N, Kang S, Sheo J. Children’s interest in learning English through picture books in an EFL context: The effects of parent–child interaction and digital pen use. Educ Sci. 2020;10(2):40.

[8]. Forey G, Besser S, Sampson N. Parental involvement in foreign language learning: The case of Hong Kong. J Early Child Lit. 2016;16(3):383-413. doi:10.1177/1468798415597469.

[9]. Xia X. Parenting style and Chinese preschool children’s pre-academic skills: A moderated mediation model of approaches to learning and family socioeconomic status. Front Psychol. 2023;14:1089386. doi:10.3389/fpsyg.2023.1089386.

[10]. Zhang X, Hu BY, Ren L, Huo S, Wang M. Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors. New Dir Child Adolesc Dev. 2019;163:9-37. doi:10.1002/cad.20271.

[11]. Kwok YY. Understanding parental strategies in supporting children's second language learning from the perspectives of Bourdieu's concept of capital: a study of Hong Kong Chinese parents [Unpublished doctoral dissertation]. Hong Kong: Hong Kong Institute of Education; 2015.

[12]. Li L. The study on food safety of 15 ‘RCEP’ countries: based on VOSviewer and scimago graphica. Sci Technol Libr. 2023;1-8. doi:10.1080/0194262X.2023.2237560.

[13]. Tong F, Zhang H, Zhen F, Irby BJ, Lara-Alecio R. Supporting home literacy practices in promoting Chinese parents’ engagement in their children's English education in low-SES families: an experimental study. Int J Educ Res. 2021;109:101816. doi:10.1016/j.ijer.2021.101816.

[14]. Gaviria-Marin M, Merigó JM, Baier-Fuentes H. Knowledge management: A global examination based on bibliometric analysis. Technol Forecast Soc Change. 2019;140:194-220. doi:10.1016/j.techfore.2018.07.006.

[15]. Cobo MJ, López-Herrera AG, Herrera-Viedma E, Herrera F. An approach for detecting, quantifying, and visualizing the evolution of a research field: A practical application to the Fuzzy Sets Theory field. J Informetr. 2011;5(1):146-66. doi:10.1016/j.joi.2010.10.002.

[16]. Thelwall M. Bibliometrics to webometrics. J Inf Sci. 2008;34(4):605-21. doi:10.1177/0165551507087238.

[17]. Li L. Big data visualisation in regional comprehensive economic partnership: a systematic review. Humanit Soc Sci Commun. 2023;10(1):1-10. doi:10.1057/s41599-023-02401-7.

[18]. Noyons ECM, Moed HF, Luwel M. Combining mapping and citation analysis for evaluative bibliometric purposes: A bibliometric study. J Am Soc Inf Sci. 1999;50(2):115-31. doi:10.1002/(SICI)1097-4571(1999)50:2<115::AID-ASI3>3.0.CO;2-J.

[19]. Cai M, An C, Guy C. A scientometric analysis and review of biogenic volatile organic compound emissions: Research hotspots, new frontiers, and environmental implications. Renew Sustain Energy Rev. 2021;149:111317. doi:10.1016/j.rser.2021.111317.

[20]. Cao Y, Qi F, Cui H. Toward carbon neutrality: a bibliometric analysis of technological innovation and global emission reductions. Environ Sci Pollut Res. 2023;30(29):73989-74005. doi:10.1007/s11356-023-27684-w.

[21]. Yang D, Chen P, Wang K, Li Z, Zhang C, Huang R. Parental involvement and student engagement: a review of the literature. Sustainability. 2023;15(7):5859. doi:10.3390/su15075859.

[22]. Geng Y, Zhu R, Maimaituerxun M. Bibliometric review of carbon neutrality with CiteSpace: evolution, trends, and framework. Environ Sci Pollut Res. 2022;29(51):76668-86. doi:10.1007/s11356-022-23283-3.

[23]. Lai Q, Ma J, He F, Zhang A, Pei D, Wei G, Zhu X. Research development, current hotspots, and future directions of blue carbon: A bibliometric analysis. Water. 2022;14(8):1193. doi:10.3390/w14081193.

[24]. Huang L, Zhou M, Lv J, Chen K. Trends in global research in forest carbon sequestration: A bibliometric analysis. J Clean Prod. 2020;252:119908. doi:10.1016/j.jclepro.2019.119908.

[25]. Liu C, Georgiou GK, Manolitsis G. Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Child Res Q. 2018;43:1-10. doi:10.1016/J.ECRESQ.2017.11.001.

[26]. Ng FFY, Wei J. Delving into the minds of Chinese parents: What beliefs motivate their learning-related practices? Child Dev Perspect. 2020;14(1):61-7. doi:10.1111/cdep.12358.

[27]. Justice LM, Purtell KM, Bleses D, Cho S. Parents’ growth mindsets and home-learning activities: A cross-cultural comparison of Danish and US parents. Front Psychol. 2020;11:544989. doi:10.3389/fpsyg.2020.01365.

[28]. Dobbs-Oates J, Pentimonti JM, Justice LM, Kaderavek JN. Parent and child attitudinal factors in a model of children's print-concept knowledge. J Res Read. 2015;38(1):91-108. doi:10.1111/j.1467-9817.2012.01545.x.

[29]. Gonzalez JE, Bengochea A, Justice L, Yeomans-Maldonado G, McCormick A. Native Mexican parents’ beliefs about children’s literacy and language development: A mixed-methods study. Early Educ Dev. 2019;30(2):259-79. doi:10.1080/10409289.2018.1542889.

[30]. Saçkes M, Işıtan S, Avci K, Justice LM. Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection? Eur Early Child Educ Res J. 2016;24(6):857-72. doi:10.1080/1350293X.2014.996422.

[31]. Isitan S, Saçkes M, Justice LM, Logan JA. Do Early Learning and Literacy Support at Home Predict Preschoolers' Narrative Skills? Educ Sci Theory Pract. 2018;18(3):661-71. doi:10.12738/estp.2018.3.0012.

[32]. Gonzalez JE, Acosta S, Davis H, Pollard-Durodola S, Saenz L, Soares D, et al. Latino maternal literacy beliefs and practices mediating socioeconomic status and maternal education effects in predicting child receptive vocabulary. Early Educ Dev. 2017;28(1):78-95. doi:10.1080/10409289.2016.1185885.

[33]. Gonzalez JE, Taylor AB, Davis MJ, Kim M. Exploring the underlying factor structure of the Parent Reading Belief Inventory (PRBI): Some caveats. Early Educ Dev. 2013;24(2):123-37. doi:10.1080/10409289.2011.623651.

[34]. Gonzalez JE, Liew J, Zou Y, Curtis G, Li D. “They’re Going to Forget About Their Mother Tongue”: Influence of Chinese beliefs in child home language and literacy development. Early Child Educ J. 2022;50(7):1109-20. doi:10.1007/s10643-021-01241-x.

[35]. Elliott L, Bachman HJ. Parents’ educational beliefs and children's early academics: Examining the role of SES. Child Youth Serv Rev. 2018;91:11-21. doi:10.1016/j.childyouth.2018.05.022.

[36]. Elliott L, Votruba-Drzal E, Miller P, Libertus ME, Bachman HJ. Unpacking the home numeracy environment: Examining dimensions of number activities in early childhood. Early Child Res Q. 2023;62:129-38. doi:10.1016/j.ecresq.2022.08.002.

[37]. Silver AM, Elliott L, Libertus ME. When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. J Exp Child Psychol. 2021;201:104992. doi:10.1016/j.jecp.2020.104992.

[38]. Thippana J, Elliott L, Gehman S, Libertus K, Libertus ME. Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Child Res Q. 2020;53:249-59. doi:10.1016/j.ecresq.2020.05.002.

[39]. Froiland JM, Peterson A, Davison ML. The long-term effects of early parent involvement and parent expectation in the USA. Sch Psychol Int. 2013;34(1):33-50. doi:10.1177/0143034312454361.

[40]. Missall K, Hojnoski RL, Caskie GI, Repasky P. Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Educ Dev. 2015;26(3):356-76. doi:10.1080/10409289.2015.968243.

[41]. DeFlorio L, Beliakoff A. Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Educ Dev. 2015;26(3):319-41. doi:10.1080/10409289.2015.968239.

[42]. Alias NZ, Kamal SSLA, Jamil H, Abdullah MKK. A systematic review of understanding parental involvement in children’s ESL learning: What the literature says? Int J Engl Lang Lit Stud. 2023;12(2):172-83. doi:10.55493/5019.v12i2.4810.

[43]. Li X, Hu S, Jiang L, Han B, Li J, Wei X. Bibliometric analysis of the research (2000–2020) on land-use carbon emissions based on Citespace. Land. 2023;12(1):165. doi:10.3390/land12010165.

[44]. Ashiq M, Adil HM, Batool SH. Information Literacy Research in Asia: A Bibliometric Analysis. Portal Libr Acad. 2023;23(3):593-619. doi:10.1353/pla.2023.a901569.

[45]. Li X, Tang J, Li W, Si Q, Guo X, Niu L. A bibliometric analysis and visualization of aviation carbon emissions studies. Sustainability. 2023;15(5):4644. doi:10.3390/su15054644.

[46]. Liu J, Gao W, Liu T, Dai L, Wu L, Miao H, Yang C. A bibliometric analysis of the impact of ecological restoration on carbon sequestration in ecosystems. Forests. 2023;14(7):1442. doi:10.3390/f14071442.

[47]. Donthu N, Kumar S, Pattnaik D. Forty-five years of Journal of Business Research: A bibliometric analysis. J Bus Res. 2020;109:1-14. doi:10.1016/j.jbusres.2019.10.039.

[48]. Taneja B, Bharti K. Mapping unified theory of acceptance and use of technology (UTAUT) 2: A taxonomical study using bibliometric visualisation. Foresight. 2022;24(2):210-47. doi:10.1108/FS-08-2020-0079.

[49]. Bukar UA, Sayeed MS, Razak SFA, Yogarayan S, Amodu OA, Mahmood RAR. A method for analyzing text using VOSviewer. MethodsX. 2023;11:102339. doi:10.1016/j.mex.2023.102339.

[50]. Su L, Yu W, Zhou Z. Global trends of carbon finance: A bibliometric analysis. Sustainability. 2023;15(8):6784. doi:10.3390/su15086784.

[51]. Hammer CS, Rodriguez BL, Lawrence FR, Miccio AW. Puerto Rican mothers’ beliefs and home literacy practices. Language, Speech, and Hearing Services in Schools. 2007;38(3):216-24. doi:10.1044/0161-1461(2007/023).

[52]. Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, Pagani LS, Feinstein L, Engel M, Brooks-Gunn J, Sexton H, Duckworth K, Japel C. School readiness and later achievement. Dev Psychol. 2007;43(6):1428-46. doi:10.1037/0012-1649.43.6.1428.

[53]. Curenton SM, Justice LM. Children’s Preliteracy Skills: Influence of Mothers’ Education and Beliefs About Shared-Reading Interactions. Early Educ Dev. 2008;19(2):261-83. doi:10.1080/10409280801963939.

[54]. Wu C, Honig AS. Taiwanese mothers’ beliefs about reading aloud with preschoolers: findings from the parent reading belief inventory. Early Child Dev Care. 2010;180(5):647-69. doi:10.1080/03004430802221449.

[55]. Anders Y, Rossbach HG, Weinert S, Ebert S, Kuger S, Lehrl S, et al. Home and preschool learning environments and their relations to the development of early numeracy skills. Early Child Res Q. 2012;27(2):231-44. doi:10.1016/j.ecresq.2011.08.003.

[56]. Bridges M, Cohen SR, Scott L, Fuller B, Anguiano R, Figueroa AM, et al. Home activities of Mexican American children: Structuring early socialization and cognitive engagement. Cultur Divers Ethnic Minor Psychol. 2015;21(2):181-90. doi:10.1037/a0037927.

[57]. Aram D, Korat O, Hassunah-Arafat S. The contribution of early home literacy activities to first grade reading and writing achievements in Arabic. Read Writ. 2013;26:1517-36. doi:10.1007/s11145-013-9430-y.

[58]. Bojczyk KE, Davis AE, Rana V. Mother–child interaction quality in shared book reading: Relation to child vocabulary and readiness to read. Early Child Res Q. 2016;36:404-14. doi:10.1016/j.ecresq.2016.01.006.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com