{"id":15207,"date":"2016-03-27T23:44:00","date_gmt":"2016-03-27T21:44:00","guid":{"rendered":"https:\/\/bildungswissenschaft.at\/?p=15207"},"modified":"2025-12-21T13:59:25","modified_gmt":"2025-12-21T12:59:25","slug":"home-based-activities-are-among-the-strongest-predictors-of-academic-success-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/27\/chancengerechtigkeit\/15207\/home-based-activities-are-among-the-strongest-predictors-of-academic-success-2\/","title":{"rendered":"Home-based activities are among the strongest predictors of academic success &#8230;"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">\u201eHome-based activities, such as fostering a learning-conducive environment and discussing school progress, are among the strongest predictors of academic success, particularly when grounded in trusting, respectful relationships between parents and educators.\u201c<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">EU-Kommission (Hrsg.), Addressing underachievement in literacy, mathematics and science (2025), S.&nbsp;89.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eHome-based activities, such as fostering a learning-conducive environment and discussing school progress, are among the strongest predictors of academic success,<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10],"tags":[],"class_list":["post-15207","post","type-post","status-publish","format-standard","hentry","category-chancengerechtigkeit"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/15207","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=15207"}],"version-history":[{"count":1,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/15207\/revisions"}],"predecessor-version":[{"id":15208,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/15207\/revisions\/15208"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=15207"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=15207"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=15207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}