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This paper aims to provide useful insights into educational under‐achievement among Palestinian Arab citizens of Israel (PAI), investigating the perceptions of local educational administrators (LEAs) towards the education system and its modus vivendi, to uncover difficulties and suggest directions to improve the processes and achievements of the PAI education system.

Qualitative interviews were conducted with 16 stakeholders in local education (mayors, education department managers; school principals and parents’ representatives) in four Arab local governments in Israel to elucidate attitudes toward education.

The small random sample cannot claim to be representative however worrying problems were revealed: deficient resources in comparison to the Jewish education system; an ineffective political culture in local government; inferior status and problematic functioning of Arab education department heads and lack of inclusion of professionals and parents in decision‐making. These factors negatively impact the education system and its products.

The paper suggests local government should determine appropriate local policy, positioning education as a high priority with efficient education departments, more professional staff, and suitable education programs. Additionally state government should provide equal resources for the Arab education system, to lever Arab education in Israel.

The present research aims to focus on sibling effects and birth order on preteen children's perceptions of influence in family purchase decision making. It also aims to examine the accuracy of children's perceived influence as compared to their parents. These areas have received little attention from consumer behavior researchers and, although there is research on sibling effects from broader sociological and psychological perspectives, there is very little empirical research from a marketing perspective. This research seeks to begin to fill that gap.

A key methodological contribution of the paper is that data were collected from triads as opposed to the more common dyadic mother/child data. Surveys were used to collect the data. Subjects, which consisted of children and their parents, were recruited through an elementary school in a mid‐sized city in the southeastern USA. A total of 184 triads were approached to participate and 94 completed the surveys from each member of the triad were received. Data were analyzed using SPSS and four a priori hypotheses were tested. Theoretically the paper draws from research on sibling effects.

The paper finds that preteens in the study perceived they had significant influence on purchase decisions. Key results of interest include the finding that the mere presence of siblings weakened the perception of influence, yet interestingly, results indicate that later‐born/only children have more influence on certain purchases than firstborns. In addition, results indicate that preteens felt they have more influence on purchases that are intended for their use as opposed to purchases that are for family use. Parents also felt that children have more influence on purchases for the child, but parents did not perceive the levels to be as high as their children did.

If later‐borns and only children have more influence and as such get their way more often, does this affect their ability to be competent adult consumers? Are there more instances of compulsive shopping and other decision‐making problems because they have become accustomed to getting what they want? In addition, if children overestimate influence, is it because they are not yet able to fully understand persuasion and the use of influence? From a public policy perspective there have often been concerns raised about children's ability to deal with influence, and if very subtle forms of influence are used, children may not be equipped to recognize these attempts and as a result may be more susceptible to them.

Research examining sibling effects on children's perceived influence is virtually non‐existent. According to Commuri and Gentry, who conducted a thorough review of research in family decision making, sibling influence has not been systematically examined in consumer research. Research in this area is important as marketers seek to fully understand the impact children have on family purchase decisions, the roles children play in the decision‐making process, and the factors affecting children's degree of influence.

The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning products at a private Arab school in Israel. Specifically, the aim was to individuate teachers’ factors associated with higher productivity of this technological change.

The research used the mixed-methods approach to enrich the data derived from a case study. It employed a questionnaire of 81 items administered among 55 teachers and in-depth interviews with both teachers and senior management team members at one private Arab school in Israel.

Results show some features that characterize the teachers who rated the productivity of this new management change highly. Those teachers tend to have high expectations of the change and to view the change implementation process favorably. Teachers with such characteristics tend to be female teachers. The influence of teachers’ education was latent. Their teaching experience influenced only their expectations and views of the process, but not their perceptions of the change products.

The paper focused only on one private school known for its excellence and teaching staff, and thus may not apply to the entire Arab education system in Israel. Nevertheless, the findings indicate how to increase teaching productivity when planning the management of technological change for increased teaching benefits in schools with similar characteristics.

This paper explored a case in which technological change was implemented through a careful process of management planning, in order to facilitate the construction of a model of indicators to facilitate change.

Parents are the first and leading socialization agents for young adults. It is vital to recognize the influence of perceived parental financial behaviour in shaping the financial literacy and investment behaviour of their children. In this context, this paper aims to test the perceived parental influence on financial literacy. Additionally, the direct and indirect influence of financial literacy on investment behaviour of young adults is examined.

This paper uses survey-based cross-sectional data. The partial least squares-structure equation model has been used to estimate and test the hypothesized relationships.

Perceived parental financial behaviour has been found to significantly impact the level of financial literacy. In turn, financial literacy positively influences the investment behaviour of young adults. Moreover, the young adults’ perception of confidence over ability to take right financial decisions drives their decision to invest.

The results of this study imply that there is a need to have planned interventions from policymakers to ensure that young adults are financially literate. This may require introduction of planned programmes or workshops at middle or senior school levels. These programmes should help young adults understand the need for focused and long-term investing in the absence of social benefits.

This study is one of the preliminary works to examine the perceived parental influence on young adults’ financial literacy and further linking these with actual investment behaviour.

The purpose this paper is to investigate whether family affects financial outcomes and psychological biases in an under-researched context, Bangladeshi small investors.

To achieve the stated research objective, the survey data were collected from 223 small investors from brokerage houses in Dhaka and estimated using regression analysis.

The results indicate that learning from parents, discussion with parents about financial issues and father’s education have the strongest impact on financial outcomes (i.e. financial wealth holding, portfolio value, investment strategy, technical indicator, past perceived and expected portfolio performance) and psychological biases (i.e. herding, risk tolerance and better-than-average). Furthermore, spouse’s education, parental income, marital status and family size explain financial outcomes and psychological biases, but to a lesser extent.

The implications have been discussed for small investors and the family’s role in resulting positive financial outcomes and avoid biases.

This is the first study to take into account a set of family background variables influencing various financial outcomes and psychological biases in the context of Bangladesh.

The purpose of this paper is to study how positional concerns influence a parent’s time investment decisions of her/his child.

The author presents a theoretical and empirical analysis of household positional and non-positional time investment choices in the education of her/his child.

The author shows that a parent who is mindful of her/his relative position in the income distribution will use her/his time investment choices to influence her/his perceived status. The theoretical model predicts that visible time investment increases as members of her/his reference group move up in rank. The author shows that moving down in rank lowers utility. The author employs National Education Longitudinal Studies (1988) data set to test the model prediction and shows that visible time invested in child’s education is explained by place on the income distribution.

The author extends the positional literature to account for parent time investment in her/his child’s education. The work suggests that time investment in one’s child’s education is based on more than altruistic preferences and resources. It leaves open the possibility that perceived social standing influences a household’s time investment in their child’s education. From a policy perspective, the findings provide a new way to think about drivers of parental involvement.

This research explores the impact of parental educational attainment, race, ethnicity, gender and employment on the time parents spend educating their children during the COVID-19 pandemic.

School closures to prevent the spread of COVID-19 have affected billions of students worldwide, and have had an impact on the economy and the society. With classes being cancelled or taught remotely, the importance of parental intervention in children's education has accelerated.

The authors find that more educated parents allocate more time on child education, while higher income and employment have an adverse effect. Fathers are likely to spend more time than mothers in teaching and educating their children during COVID-19.

The findings have implications in identifying children whose education suffers the most in times of a pandemic and determining the main target group of policies designed to train children, encourage parental involvement and support children's educational development.

This is the first paper that examines the variations in parental time with children across social and economic subgroups during the COVID-19 pandemic. The authors also focus on the time parents spend educating their children rather than just supervising them. The authors additionally examine the determinants of the time children study on their own. Finally, the analysis is novel because it is based on the newest available data collected to examine the trends and experiences of individuals in the United States triggered by COVID-19.

This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits.

A questionnaire was conducted; participants were 572 classroom teachers who teach at public elementary schools in Taiwan.

Hierarchical regression results indicated that parental involvement at home was considered the most effective factor influencing teachers' satisfaction, followed by teacher‐parent contact. Parental involvement at school was less important. Furthermore, extraversion moderates the relationship partially; teachers low in extraversion perceived home‐based involvement associated with teachers' satisfaction more strongly than those high in extraversion. In contrast, the study found no moderating effect for agreeable teachers.

This article presents an original empirical study that expands the model of parental involvement in order to improve understanding of how teacher's perception of parent involvement is linked to teacher satisfaction.

The present study assesses how sibship size affects child quality as measured by educational attainment.

The data are from the Canadian General Social Surveys (GSS) of 1986, 1990, 1994 and 1995. The sample is restricted to the individuals born in Canada between 1946 and 1965, that is, the baby-boom generation. In addition to controlling for parental education, the sibship size is instrumented by a non-binary variable created based on the sex composition of the sibship. While most previous studies have pooled both genders, the present paper produces by gender estimates

The OLS estimates are statistically significant, negative and moderately large for both male and female baby boomers. When the sibship size is instrumented, the estimates indicate that one additional sibling had reduced the educational attainment of male baby boomers by almost half a year. No causal effect for the sibship size is found for female baby boomers.

This is the first paper on the effects of sibship size on educational attainment, using Canadian data.

This study aims to empirically test the variation in household assets and the incidence of child labour using data from Ethiopia.

The study was cross-sectional in design and used a sample of 3,500 observations (children aged 5–17 years) collected from 2,231 households in the rural and urban areas of Amhara and Southern Nations, Nationalities, and Peoples' regions in Ethiopia. The logistic regression model was used to estimate the extent to which predictor variables are associated with the incidence of child labour.

The results indicate statistically significant child labour participation by those households who own assets than those who do not. The findings suggest that parents who own assets such as land, livestock and other endowments are likely to employ children in labour than the opposite, i.e. child labour increases with household asset ownership. However, this study did not investigate child labour response to wealth increment at the individual household level.

Any initiative to reduce child labour needs to be accompanied by parental awareness and compulsory schooling as one of the key policy tools.

This is one of those studies that question the poverty assumption as a cause of child labour and suggests parental selfishness playing a role in accentuating child labour.