Conference Agenda
Overview and details of the sessions of this conference.
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Some information on the session logistics:
If not stated otherwise, the discussant is the following speaker, with the first speaker being the discussant of the last paper. The last speaker of each session is the session chair. (Exception: invited sessions)
Presenters should speak for no more than 20 minutes, and discussants should limit their remarks to no more than 5 minutes. The remaining time should be reserved for audience questions and the presenter’s responses. We suggest following these guidelines also in the (less common) 3-paper sessions in a 2-hour slot, to allow participants to move between sessions. Discussants are encouraged to avoid summarizing the paper. By focusing on a few questions and comments, the discussants can help start a broader discussion with the audience.
Only registered participants can attend this conference. Further information available on the congress website https://www.iseg.ulisboa.pt/en/event/iipf/ .
Venue address: ISEG - Lisbon School of Economics & Management, R. Francesinhas 21, 1200-675 Lisboa, Portugal
Please note that all times are shown in the time zone of the conference. The current conference time is: 17th Sept 2026, 11:39:16am WEST
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Daily Overview |
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C09: Parental Inputs, Teaching Styles, and Child Development Location: Room 109 (Francesinhas 1) | |
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Children’s Time, Parental Style and Cognitive Skill Setsunan University, Japan This study investigates how diverse parental involvement styles affect academic performance and non-cognitive skills among Japanese ninth-grade students. Using original survey data (N > 5,000) and employing Instrumental Variable and factor decomposition methods, I analyze six dimensions of involvement, including time, support, and expectations. Results show that while current involvement has limited direct effects on test scores, it significantly influences outcomes indirectly by increasing study time and enhancing non-cognitive skills. Notably, maternal monitoring negatively correlates with girls' outcomes, suggesting that excessive intervention undermines autonomy. Conversely, paternal involvement and household rules are critical for boys and disadvantaged children. Factor decomposition reveals that early childhood parenting and educational expectations possess greater explanatory power than current involvement, supporting the "self-productivity" theory. These findings suggest a shift from traditional mother-centric monitoring toward a strategic division of roles—emphasizing maternal emotional support and increased paternal engagement—to optimize adolescent development and reduce educational inequality.
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