How parenting and filial piety influence happiness, parent–child relationships and quality of family life in Taiwanese adult children

Chen, Wei Wen; Wu, Chih Wen; Yeh, Kun Tu

doi:10.1080/13229400.2015.1027154

Cited by 70 publications

(107 citation statements)

References 22 publications

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“…The value of filial piety is recognized in Chinese society in China (Li, Zou, Liu, & Zhou, 2014), in Hong Kong (Leung, Wong, Wong, & McBride-Chang, 2010;Wong, Leung, & McBride-Chang, 2010;Chen, 2014), and in Taiwan (Yeh & Bedford, 2003;Chen, Wu, & Yeh, 2015). However, the value of filial piety is also prominent in multicultural societies where its effects on adolescents' life satisfaction are under investigated.…”

Section: Discussionmentioning

confidence: 99%

“…Past research revealed that both components of filial piety have diverse psychological effects on personal well-being. For instance, reciprocal filial piety endorses positive psychological adjustment and well-being (Wong, Leung, & McBride-Chang, 2010;Chen, 2014;Chen, Wu, & Yeh, 2015), whereas authoritarian filial piety stimulates negative developmental outcomes (Yeh & Bedford, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Filial Piety and Life Satisfaction Among Malaysian Adolescents in a Multi-Ethnic, Collectivist Society

Tan¹,

Nainee²,

Tan³

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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Past studies have generated assorted results about the link between filial piety and psychological outcomes among adolescents in Asia. Reciprocal filial piety was associated with positive psychological adjustment while authoritarian filial piety was allied to negative developmental outcomes. Differences between ethnicity and gender in life satisfaction have been observed, in addition to the possibility of variations in the endorsement of filial piety values across ethnicity and gender in a multi-ethnic, collectivist society like Malaysia. Thus, we examined the unique associations between reciprocal and authoritarian filial piety with adolescents' life satisfaction, alongside the interaction of ethnicity and gender with these relationships in Malaysia. The sample comprised of 583 adolescents (Mage=15.07; 47.9% males; 52.1% females; 48.4% Malays, 27.1% Chinese, 24.5% Indians) located in three states of the Malaysian Peninsular. The respondents were selected using cluster sampling methods and were required to complete a self-report questionnaire. Pearson correlation analysis results indicated that a higher level of filial piety (both reciprocal and authoritarian) is linked with higher life satisfaction. Meanwhile, a three-way moderation analysis revealed that gender and ethnic groups were not significantly associated with filial piety and life satisfaction. However, ethnicity alone was significantly associated with reciprocal filial piety and life satisfaction. This study provides a foundation for understanding life satisfaction in relation to filial piety among adolescents in a multi-ethnic setting. The findings revealed that different facets of filial piety tend to have a distinct association with life satisfaction. Thus, there is a need to understand the different constructs of traditional family values, such as filial piety, in promoting positive life satisfaction among adolescents in a changing society like Malaysia.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Filial Piety and Life Satisfaction Among Malaysian Adolescents in a Multi-Ethnic, Collectivist Society

Tan¹,

Nainee²,

Tan³

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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“…This study will examine the extent to which contemporary young adults adhere to the expectations of their parents, particularly in regards to their choices concerning dating and marriage. The need for better understanding the dynamics of filial piety and how it functions within contemporary Chinese families has been raised by researchers (e.g., Chen, Wu, and Yeh, ). Filial piety is often associated with young children showing deference to their mothers and fathers (Luk‐Fong, ), or adult children attending to the care of their elderly parents (Yeh et al., ), whereas this study will focus more precisely on whether young adults will bend to their parents’ influence in regards to dating and mate selection.…”

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confidence: 99%

Dating, Marriage, and Parental Approval: An Examination of Young Adults in China

Blair

Madigan

2019

Social Science Quarterly

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Objectives Within Chinese culture, filial piety has long been a central aspect of families and family life, stipulating that children are obligated to their families, and adherence to parental authority is absolutely expected. Given the extent of societal change in China, it is important to assess the relative influence of filial piety upon young adults. Method Using a sample of young adult women and men, survey responses were analyzed to examine how willing daughters and sons are to date or marry someone without parental approval. Results Males were shown to be significantly more willing to go against parental approval compared to females. Familial characteristics were more likely to influence males' willingness to date without parental approval, while females were strongly influenced by their individual characteristics, and particularly those related to the qualities they desired in a partner. Conclusions Although a significant portion of young adults stated their willingness to comply with their parents’ wishes, a large portion did not. Cultural and economic factors may be affecting adherence to filial piety. The results are discussed within the developmental paradigm.

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“…Although not every teenager explicitly expressed a perception of English learning as their duty, they all indicated that the main reason why they should do their best to learn English was because of their substantial parental support. Rather than associating parental expectations with a fear of sanctions or punishments, some of the students viewed the deep parental involvement in their English learning as a sign of warmth and care, while others offered largely positive comments expressing gratitude, respect, and most of all a sense of indebtedness (Chen, Wu, & Yeh, 2016; Yeh, 2003). The reciprocal nature of this relationship was best illustrated by S1:…”

Section: Students' Actual Selves and Obligationsmentioning

confidence: 99%

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

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This paper explores the interplay of Taiwanese adolescent English learners' motivational selves and their parents' expectations, with a special focus the identified perceptions of both teenage leaners and their parents towards English learning as a duty and obligation. Using the L2 Motivational Self System (L2MSS, Dörnyei, 2009), the qualitative study foregrounds the cultural and relational aspects of the self system in understanding language learning motivation. Results from semi-structured interviews suggest that parental expectations of children's English learning exhibit a duality characterized by the hope that their children will become successful members of the globalized world and a belief that English learning is a basic responsibility for their children. Adolescent language learners' and their parents' actual selves, including their identification with societal roles and social obligations, mediate between parents' investments in their children's English education and teenage learners' perceived obligations to meet parental expectations. The paper concludes by suggesting further research on parental expectations and the development of global selves, and on the synergized effect of language learners' actual selves and future self-guides in motivating language learning.Keywords: EFL, L2 Motivational Self System, obligations, parents, adolescents IntroductionOver the past decade, research into second language (L2) motivation has focused its inquiries on language learners' self-concepts in order to understand motivational dispositions (Dörnyei & Ryan, 2015;Dörnyei & Ushioda, 2011). Studies based on the L2 Motivational Self System (L2MSS, Dörnyei, 2009), for example, have investigated learners' relationships with their imagined future selves, discrepancies between future and current selves, and the generation of motivation. The fundamental hypothesis of the L2MSS is that language learners' imagined future selves, together with their L2-related visions, energize their learning behaviors. More specifically, if an individual wants to interact confidently with international others, the identity of a fluent L2 user can act as a powerful motivator to reduce the gap between their here-and-now present-self state and their ideal end state.In a Confucian-influenced society such as Taiwan, language learners' motivation to learn English is further complicated by pressure to honor one's family and show filial piety (Chen, Warden, & Chang, 2005;Warden & Lin, 2000). Recognizing the importance of English proficiency to educational success and social mobility, parents in Taiwan allocate a significant portion of household expenditure to their children's English learning. The formation or development of Taiwanese teenage learners' identities in learning English, therefore, may be simultaneously influenced by the self-images they hold in imagined Hung-Tzu HuamgThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 244-261 245 future contexts and the culturally endorsed values of studying English as a duty and obligation to th...

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How parenting and filial piety influence happiness, parent–child relationships and quality of family life in Taiwanese adult children

Cited by 70 publications

References 22 publications

Filial Piety and Life Satisfaction Among Malaysian Adolescents in a Multi-Ethnic, Collectivist Society

Filial Piety and Life Satisfaction Among Malaysian Adolescents in a Multi-Ethnic, Collectivist Society

Dating, Marriage, and Parental Approval: An Examination of Young Adults in China

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

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