Effects of Parental Warmth and Academic Pressure on Anxiety and Depression Symptoms in Chinese Adolescents

Quach, Andrew S.; Epstein, Norman B.; Riley, Pamela J.; Falconier, Mariana K.; Fang, Xiaoyi

doi:10.1007/s10826-013-9818-y

Cited by 170 publications

(101 citation statements)

References 44 publications

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“…Rohner's (2014) multinational investigation of the links among parental acceptance-rejection, parental power prestige, and adolescent adjustment found that paternal (but not maternal) acceptance-rejection contributed to adolescents' adjustment in Poland, whereas only maternal (not paternal) acceptance-rejection independently predicted adolescents' adjustment in Korea. The mixed results might be attributable to sociocultural particularities of different samples (e.g., gender and parental roles in different societies; see Quach, Epstein, Riley, Falconier, & Fang, 2015) or to methodological differences across studies, which could be unpacked in future research.…”

Section: Discussionmentioning

confidence: 99%

Father Love and Mother Love: Contributions of Parental Acceptance to Children's Psychological Adjustment

Meier

2017

J of Family Theo & Revie

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Research on child development increasingly includes data on both parents and from different cultures. However, the relative importance of fathers versus mothers for child adjustment is still under debate. The present review compares the contributions of perceived paternal and maternal acceptance to various child adjustment indicators among samples of families around the world. We reviewed 127 published studies that included child‐reported paternal and maternal acceptance and developmental outcomes. Regardless of the sex of parent, children benefited from perceived parental acceptance. Fathers and mothers were often found to both predict adjustment significantly to varying degrees. Paternal acceptance tended to be related to children's problem behavior and psychopathology, whereas maternal acceptance was more likely to contribute to socioemotional development. Paternal and maternal acceptance also often jointly contributed to child adjustment through their interaction with each other and with other predictors. Moreover, the link between parental acceptance and adjustment was often moderated by child gender and cultural context.

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Section: Discussionmentioning

confidence: 99%

Father Love and Mother Love: Contributions of Parental Acceptance to Children's Psychological Adjustment

Meier

2017

J of Family Theo & Revie

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“…Therefore, achievement might have been associated with hopelessness due to having a history of being in competition at school, limited employment opportunities upon graduation, and being under risk of failure or even inability to meet parental academic expectations. Studies in Eastern cultures revealed parental academic pressure was positively associated with adolescents' depressive and anxiety symptoms (Lee, Wong, Chow, & McBrideChang, 2006;Quach, Epstein, Riley, Falconier, & Fang, 2015).…”

Section: Discussionmentioning

confidence: 99%

A Value Model for Depressive Symptoms and Hopelessness Among University Students in Turkey

2016

EDUC SCI-THEOR PRACT

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“…Chinese children, therefore, tend to value academic learning and have high motivation toward academic performance (Wang & Pomerantz, ). However, these also contribute to emotional distress in children due to the high importance placed on academic achievement, collectivism, and filial piety (Dello‐Iacovo, ; Quach, Epstein, Riley, Falconier, & Fang, ), which can lead to negative affective outcomes (Li & Prevatt, ; Tepper et al., ). Zhao, Sun, and Zhang () investigated learning‐related attitudes, behaviors, and feelings among high school students in China, the United States, Korea, and Japan in the year of 2009 and 2016 (respectively sampling 7,581 and 7,854 participants) and found that Chinese students spent most of their time on learning but also expressed feeling more pressured and having negative feelings about learning.…”

Section: Learning In Chinese Childrenmentioning

confidence: 99%

Emotions and Parenting in Learning Among Chinese Children

Wang

2019

New Directions for Child and Adolescent Development

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Learning constitutes a main developmental context for children everywhere. Learning‐related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning‐related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain‐specific emotions is presented from a culture‐specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture‐specific perspective. Implications for future research are identified.

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Effects of Parental Warmth and Academic Pressure on Anxiety and Depression Symptoms in Chinese Adolescents

Cited by 170 publications

References 44 publications

Father Love and Mother Love: Contributions of Parental Acceptance to Children's Psychological Adjustment

Father Love and Mother Love: Contributions of Parental Acceptance to Children's Psychological Adjustment

A Value Model for Depressive Symptoms and Hopelessness Among University Students in Turkey

Emotions and Parenting in Learning Among Chinese Children

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