A Contextual Understanding of Mainland Chinese Parent Involvement in Their Children's Primary School Yearss Education

Zou, Wuying; Anderson, Neil; Sorin, Reesa; Hajhashemi, Karim

doi:10.2139/ssrn.2637412

Cited by 4 publications

(4 citation statements)

References 30 publications

(27 reference statements)

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“…We found that all referees accepted the invitation and purchased the tutoring package. A 100% acceptance rate may seem surprising, but it is consistent with the recent surge in demand for after-school tutoring; middle and upper-middle class Chinese parents are investing heavily in their offspring's education (Kai 2012;Zou et al 2013). Besides, this referral campaign was launched in the first week of a new semester when most students were available to sign up for after-school tutoring.…”

Section: Study 1b: After-school Tutoringmentioning

confidence: 81%

I Will Get a Reward, Too: When Disclosing the Referrer Reward Increases Referring

Xu¹,

Yu²,

Tu³

2022

Journal of Marketing Research

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Incentivized customer referral programs (e.g., “Refer a friend, reward yourself!”) are prevalent, yet they usually have low referring rates. One reason, we suggest, is that existing customers (referrers) view incentivized referring as an exchange activity, which feels incompatible with their communal relationship with friends (referees), resulting in a psychological barrier (i.e., negative feelings such as discomfort, conflict, guilt, etc.). In seven studies ( N = 2,060; five preregistered, two in the field) and one supplemental study ( N = 176; preregistered), we propose and find that disclosing the referrer-reward in the invitation message—a not yet widely adopted method—can promote referring by making the referring action seem more compatible with communal norms and reducing the experienced psychological barrier. We also document the potential of disclosing the referrer-reward on increasing acceptance, conversion, and sales. We further identify three theoretically and practically relevant boundary conditions: (1) the relative reward amount (whether the referrer-reward is higher than, the same as, or lower than the referee-reward), (2) the stated source of the referrer-reward (the company or the referee’s spending), and (3) the framing of the referral opportunity (whether it is already framed as a communal activity or not). We conclude by discussing the theoretical and practical implications.

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Section: Study 1b: After-school Tutoringmentioning

confidence: 81%

I Will Get a Reward, Too: When Disclosing the Referrer Reward Increases Referring

Xu¹,

Yu²,

Tu³

2022

Journal of Marketing Research

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“…These lessons are student-centered, scheduled outside normal school hours, formally organized and planned in accordance with students' ability and interest. Parents value them as a vital and essential supplement to general school curriculum [87].…”

Section: Discussionmentioning

confidence: 99%

The Investigation of Parents' Interactions and Their Children's Learning Levels at Parental Coaching Carried out over Social Network

Gündüz¹

2018

ujer

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The study aims to provide academic and affective support for children's learning by using teacher-parent collaboration through parental coaching realized via social network. This parental coaching includes three phases: preparation, implementation and evaluation. The participants of the study are 16 parents and their children. The data of the study was obtained through the following data collection tools: family information form, focus group interview, semi-structured interviews conducted with parents and children, social network group logs, questionnaire and academic achievement scores of children. Descriptive analysis was used to analyze qualitative data and Wilcoxon t test for quantitative data. The issues which the parents ask for support are guidance for supporting their children in the courses they have problems with and help children to develop reading and study habits. The findings of the study show that parental coaching via social network increases teacher-parent, parent-parent and parent-child interaction as well as children's academic achievement. The highest amount of interaction in this application was between parents and the guidance counsellor (the researcher) and the children. The lowest level of interaction was among parents. Finally, it can be concluded that parental coaching application helped parents to support their children's learning and feel well-equipped while guiding them.

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“…In the Chinese culture, the long history of Confucian values continues to influence parenting styles and parent engagement with children’s education. Chinese parents, especially rural parents, traditionally practiced more home-based involvement than school-based activities and tended to conform to school requirements and assist their children’s learning at home, including homework supervising, communicating school issues to children, and extracurricular lessons (Ho and Willms, 1996; Zou et al, 2013). Although Chinese parents value school-based PI, they usually accept that teachers have a professional understanding of children’s education at school and tend to trust and respect teachers’ decisions regarding school matters related to their children (Lau et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the study did not explore the implementation of PCs and their effects on students, parents, or schools. Several other studies examined PI in the urban schools of China, although they did not necessarily focus on the PC policy (e.g., Lau et al, 2012, Lau, 2014; Zou et al, 2013). Given the large scale of Chinese rural education and its unique contexts, this study addresses this gap in the literature and examines the establishment of PCs in rural schools and their influence on school-based PI and parent satisfaction with schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

Wei¹,

Ni²

2020

Educational Management Administration & Leadership

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Parents are one of the most important factors promoting children’s educational success. Using parent survey data from rural primary and middle schools in one county, this study examines the implementation of the parent councils (PCs) policy in rural China, specifically, the relationships among PCs, school-based parent involvement (PI), and parent satisfaction. Our analysis shows that not all schools have established PCs and only a small proportion of parents were aware of the existence of PCs. Multi-level mixed effects logistic regression results indicate that having a PC and perceiving a PC in school were both associated with improved parent-teacher communication and parent participation in various school activities. However, the magnitudes of the relationships were substantially higher in the models using perceived existence of PCs. Because of more frequent parent-teacher communication and parent participation in school activities, parent satisfaction levels were higher in schools with PCs, and the satisfaction levels were even higher in schools where parents were aware of the PC’s existence. The findings contribute to our understanding of the importance of PI and have implications for policymakers and school leaders to promote parent satisfaction by establishing PCs, raising the awareness of PCs among parents, and increasing meaningful school-based PI.

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A Contextual Understanding of Mainland Chinese Parent Involvement in Their Children's Primary School Yearss Education

Cited by 4 publications

References 30 publications

I Will Get a Reward, Too: When Disclosing the Referrer Reward Increases Referring

I Will Get a Reward, Too: When Disclosing the Referrer Reward Increases Referring

The Investigation of Parents' Interactions and Their Children's Learning Levels at Parental Coaching Carried out over Social Network

Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

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