Middle-class Chinese Parental Expectations for their Children's Education

Zou, Wuying; Anderson, Neil; Tsey, Komla

doi:10.1016/j.sbspro.2013.12.209

Cited by 32 publications

(10 citation statements)

References 14 publications

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“…Most urban Chinese parents have only one child, due to the stringently implemented “one‐child‐per‐family” policy in China since the 1970s, and thus set high expectations for that child. Chinese parents are willing to expend great efforts to ensure that their children succeed academically (Zou, Anderson, & Tsey, ). Previous studies have reached a consensus on the positive effects of parental involvement on student academic performance, but there is no agreement on what forms of parental involvement are most effective in promoting academic performance (Fan & Chen, ).…”

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confidence: 99%

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Wang¹,

Cai²

2015

Int J Psychol

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Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement.

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confidence: 99%

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Wang¹,

Cai²

2015

Int J Psychol

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“…One possible reason is that education is highly valued in China because it is considered to contribute to upward mobility, better jobs and incomes, and even better marriage prospects ( Wu and Treiman, 2007 ; Huang and Gove, 2015 ). Accordingly, Chinese parents attach importance to education and generally have high educational expectations ( Li, 2001 ; Zou et al, 2013 ; Guo, 2014 ). Therefore, the variation in parents’ educational expectations may be too small to trigger the moderating effect.…”

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confidence: 99%

The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations

Guo

Niu

2022

Front. Psychol.

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A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents’ academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic achievement and subjective wellbeing and their underlying mechanisms need to be further clarified. Based on a sample of 677 students in Grade 6 (Mage = 12.24, SD = 0.36) and their parents in Beijing, China, this study examines how adolescents’ reciprocal filial piety (RFP) and authoritarian filial piety (AFP) are related to their academic achievement and subjective wellbeing. It also examines the mediating role of adolescents’ educational expectations in these relationships, and the moderating role of parents’ educational expectations in the relationships of adolescents’ filial piety to educational expectations and of adolescents’ educational expectations to academic achievement and subjective wellbeing. The results indicate that, when the two outcome factors are considered simultaneously, RFP is positively related to academic achievement and subjective wellbeing. In contrast, AFP is negatively related to academic achievement but not significantly related to subjective wellbeing. Moreover, adolescents’ educational expectations play a mediating role in the relationships of both RFP and AFP to academic achievement and subjective wellbeing. In addition, the positive effect of adolescents’ educational expectations on subjective wellbeing is stronger when mothers’ educational expectations are higher, supporting the moderating role of parents’ educational expectations. Our findings provide new insights into and implications for the moderated mediation mechanism underlying the links between filial piety and early adolescent development.

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“…Les parents chinois sont très protecteurs de leurs enfants, leur apprennent à respecter l'autorité (Li et Xie, 2017 ;Yang et Laroche, 2011) et à construire leur identité en relation avec les autres (Shafer et al, 2007). Ils exercent notamment une forte pression sur leurs enfants afin qu'ils accèdent aux meilleures écoles et aux meilleurs jobs, signe extérieur du succès de la famille (Zou et al, 2013). Les adolescents brésiliens et chinois devraient donc être attachés à leurs groupes d'appartenance et au respect de leurs normes.…”

Section: L'impact De La Culture Nationaleunclassified

L’influence de l’appartenance sociale et de la créativité sur les comportements de consommation immoraux des nouveaux adolescents: une étude cross-culturelle auprès des 16–24 ans

Maille

Gentina

2021

Recherche et Applications en Marketing (French Edition)

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Pourquoi les adolescents s’engagent-ils dans des comportements de consommation immoraux, comme changer un prix ou mentir pour obtenir une remise ? S’appuyant sur la théorie du besoin d’appartenance sociale, une étude sur 1326 adolescents de 16 à 24 ans, brésiliens, chinois, américains, et français, démontre la coexistence de deux relations contraires entre l’appartenance au groupe de pairs et le jugement de comportements de consommation immoraux : une relation directe où les adolescents se sentant les plus intégrés sont ceux dont le jugement est le plus sévère, mais aussi une relation indirecte, où l’appartenance sociale augmente l’auto-efficacité créative, qui rend à son tour plus indulgent vis-à-vis des comportements immoraux. Le poids respectif des chemins directs et indirects varie avec la culture nationale, ici le pays de résidence et la valeur d’individualisme/collectivisme. Au Brésil et en Chine, de culture collectiviste, le chemin direct domine. Aux Etats-Unis et en France, plus individualistes, le chemin est indirect.

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Middle-class Chinese Parental Expectations for their Children's Education

Cited by 32 publications

References 14 publications

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations

L’influence de l’appartenance sociale et de la créativité sur les comportements de consommation immoraux des nouveaux adolescents: une étude cross-culturelle auprès des 16–24 ans

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