Attitudes Toward Family Obligation Among Adolescents in Contemporary Urban and Rural China

Fuligni, Andrew J.; Zhang, Wenxin

doi:10.1111/j.1467-8624.2004.00662.x

Cited by 228 publications

(237 citation statements)

References 27 publications

(42 reference statements)

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“…This pattern might be related to the Collectivistic feature of Chinese culture, which emphasizes the importance of filial piety, obedience, and respect for parents and other authority figures (Salili and Lai 2003). For Asian students, academic success is an important avenue for one to ''fulfill their filial obligation'' (Fuligni and Zhang 2004). This high filial obligation may, at the same time, trigger a fear of failure of losing face for the families (Steinberg et al 1992).…”

Section: Research Question 1: How Do Achievement Goals Predict Academmentioning

confidence: 99%

Achievement goals, motivational self-talk, and academic engagement among Chinese students

Wang

Shim

Wolters

2017

Asia Pacific Educ. Rev.

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The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery selftalk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.

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Section: Research Question 1: How Do Achievement Goals Predict Academmentioning

confidence: 99%

Achievement goals, motivational self-talk, and academic engagement among Chinese students

Wang

Shim

Wolters

2017

Asia Pacific Educ. Rev.

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“…Non-spousal relationships within the family (i.e., parent-child, siblings, etc.) are relatively more hierarchical than spousal relationships (e.g., Fuligni & Zhang, 2004;Goodwin & Tang, 1996). It is expected that non-spousal relationships (i.e., parentchild, and siblings) and spousal relationship might differ in their association between family resilience and subjective wellbeing.…”

Section: The Present Studymentioning

confidence: 99%

An Actor-Partner Interdependence Model on Family Resilience and Subjective Wellbeing

Neo¹,

Chang²,

Fung³

2016

PSYCH

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In times of crisis the family often react together as a unit of response, as though a combat unit. The concept of family resilience has been identified as a coping resource for the family unit even if the crisis affected only one individual of the family. Family resilience works in concert with individual psychological resilience to protect the individual from excess negative impact and to improve positive outcomes such as subjective wellbeing. However, the impact of family resilience on the adaptive outcome is far more complex than individual resilience. The present study aims to identify the internal dynamics between the individual actor and her familial partner, using the Actor-Partner Interdependence Model. A total of 38 family dyads, each pair consisted of a hospital nurse and one of her family members participated in the present study. Among them are 49 females and 27 males, with mean age of 40.62 years old. The nurses were recruited from two major public hospitals that admitted patients and patients suspected of being infected with an infectious disease during a pandemic out-break. The family members were 2 parents, 24 spouse, 6 siblings, and 6 children of the nurses. Main effects of actor's resilience and partner's resilience, as well as interaction effect between actor's and partner's resilience, on actor's subjective wellbeing, were found. This suggests interdependence effects of individual's resilience and the other party's wellbeing. Results indicated that the 1) the multifaceted-multi-processed family resilience affects the individual outcomes in different ways: Family resilience of familial process and function showed only actor effect on individual subjective wellbeing, family resilience of shared beliefs and emotional regulation however showed actor and partner effects and with the partner showed higher effect. 2) The hypothesis on interdependence effects was supported for the family resilience dimensions of meaning-making and emotional regulation.

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“…Also, CHC parents prepare their children for success by facilitating the internalization of values such as the importance of academia as a means for social mobility (Chao, 2000), association of success with effort rather than ability (Hau & Salili, 1991), academic excellence based on diligence, self-cultivation, and self-perfection (Li, 2003), and preference of the collectivist orientation over the individualist orientation (Jang, Reeve, Ryan, & Kim, 2009). Similarly, Fuligni and Zhang (2004) identified that obligation to family by bringing honor and repaying parents for their upbringing, respecting parental authority, and being willing to sacrifice for the family was associated with higher levels of academic motivation among adolescents. Furthermore, Chen and Wong (2014) found that filial piety beliefs affect an adolescent's understanding of academic intelligence and achievement.…”

Section: Filial Piety In Confucian Heritage Culturesmentioning

confidence: 99%

Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

Tam

2016

IJME

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This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students' understanding of filial piety responsibilities in their academic pursuit. Second, the participants found ways to justify the authoritative parenting they received through a reciprocal relationship, especially when their parents were autonomy-supportive. Third, the definitions of filial piety responsibilities varied, depending on the students' personal and familial idiosyncrasies.

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Attitudes Toward Family Obligation Among Adolescents in Contemporary Urban and Rural China

Cited by 228 publications

References 27 publications

Achievement goals, motivational self-talk, and academic engagement among Chinese students

Achievement goals, motivational self-talk, and academic engagement among Chinese students

An Actor-Partner Interdependence Model on Family Resilience and Subjective Wellbeing

Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

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