Parent–child cultural orientations and child adjustment in Chinese American immigrant families.

Chen, Stephen H.; Hua, Michelle; Zhou, Qing; Tao, Annie; Lee, Erica; Ly, Jennifer; Main, Alexandra

doi:10.1037/a0032473

Cited by 74 publications

(107 citation statements)

References 77 publications

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“…Consistent with hypotheses and previous research with mainland Chinese and primarily European American populations (Eisenberg et al, 2005;Zhou et al, 2004), authoritarian parenting was negatively correlated with parent and teacher ratings of EC, and marginally and negatively associated with the latent factor of EC in the full model. Although authoritative and authoritarian parenting have been associated with Chinese American children's psychological adjustment in previous studies (Chen, Hua et al, 2014), the associations between these parenting styles and Chinese or Asian American children's academic outcomes during early elementary school have not been extensively studied. It is possible that children's academic skills (especially those captured by standardized achievement tests) are more directly associated with parenting practices supporting children's education and learning activities (i.e., parent involvement) than global parenting styles such as authoritative or authoritarian parenting.…”

Section: Links Of Effortful Control To Academic Achievementmentioning

confidence: 99%

Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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a b s t r a c tThe present study examined the direct and indirect relations of family contextual factors, effortful control (EC), and the early math and English literacy skills of first and second-generation Chinese American immigrant children in early elementary school. Using a socioeconomically diverse sample of 258 Chinese American children (53% receiving free-or reduced-price school lunch), we assessed EC with a combination of parent and teacher reports, computerized neuropsychological tests, and a behavioral frustration task. Children's math calculation and English literacy skills were assessed with standardized achievement tests. Results of structural equation modeling suggested that: (a) EC was positively associated with both math and English literacy skills; (b) parents' enculturation was marginally and positively associated with children's EC, and EC mediated the link between parent's enculturation and children's achievement, (c) authoritarian parenting was marginally and negatively associated with children's EC, and EC mediated the link between authoritarian parenting and children's achievement; (d) parents' enculturation had a direct and negative link to children's English literacy skills; and (e) no evidence of an EC × SES interaction was found. The findings highlight the need to consider joint influences of socioeconomic, interpersonal, and cultural factors on children's academic development in immigrant families; and provide support for promoting children's effortful control as an intermediate target of intervention.

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Section: Links Of Effortful Control To Academic Achievementmentioning

confidence: 99%

Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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“…The sample consisted of 252 foreign-born Chinese American parents (82.5% mothers) who participated in a larger study on Chinese American school-age children's psychological adjustment (S. H. Chen et al, 2014). The parents and children were recruited from schools, neighborhoods, shopping centers and grocery stores, and community organizations in a large metropolitan area in northern California.…”

Section: Methods Participantsmentioning

confidence: 99%

“…We expected that these associations would vary across dimensions of cultural orientation (language proficiency, media use, and social affiliations). Specifically, given previous research demonstrating the central role of language in the acculturation process (Birman & Trickett, 2001), the relevance of language to immigrant family relationships (S. H. Chen et al, 2014), and relations of language choice and emotional expression in multilingual families (S. H. Chen et al, 2012), we expected that the language of the host culture would be more consistently associated with immigrants' emotional expression than other dimensions of acculturation.…”

Section: The Present Studymentioning

confidence: 99%

Chinese American immigrant parents’ emotional expression in the family: Relations with parents’ cultural orientations and children’s emotion-related regulation.

Chen¹,

Zhou²,

Main³

et al. 2015

Cultural Diversity and Ethnic Minority Psychology

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The present study examined 2 measures of Chinese American immigrant parents' emotional expression in the family context: self-reported emotional expressivity and observed emotional expression during a parent-child interaction task. Path analyses were conducted to examine the concurrent associations between measures of emotional expression and (a) parents' American and Chinese cultural orientations in language proficiency, media use, and social affiliation domains, and (b) parents' and teachers' ratings of children's emotion-related regulation. Results suggested that cultural orientations were primarily associated with parents' self-reported expressivity (rather than observed emotional expression), such that higher American orientations were generally associated with higher expressivity. Although parents' self-reported expressivity was only related to their own reports of children's regulation, parents' observed emotional expression was related to both parents' and teachers' reports of children's regulation. These results suggest that self-reported expressivity and observed emotional expression reflect different constructs and have differential relations to parents' cultural orientations and children's regulation.

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“…Data came from the Wave 1 assessment (conducted between November 2007 and May 2009) of an ongoing study of Chinese American children in immigrant families (Chen et al, 2013;Ly, Zhou, Chen, Chu, & Chen, 2012;Tao, Zhou, Lau, & Liu, 2013). A sample of 258 Chinese American children and their parents and teachers were recruited from schools and neighborhoods from four counties within the San Francisco Bay Area.…”

Section: Methods Participantsmentioning

confidence: 99%

Neighborhood characteristics, parenting styles, and children’s behavioral problems in Chinese American immigrant families.

Lee

Zhou

et al. 2014

Cultural Diversity and Ethnic Minority Psychology

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Using data from a socioeconomically diverse sample of Chinese American children (n ϭ 258, aged 6 -9 years) in immigrant families, we examined the concurrent relations among neighborhood economic disadvantage and concentration of Asian residents, parenting styles, and Chinese American children's externalizing and internalizing problems. Neighborhood characteristics were measured with 2000 U.S. Census tract-level data, parents (mostly mothers) rated their own parenting styles, and parents and teachers rated children's behavioral problems. Path analysis was conducted to test two hypotheses: (a) parenting styles mediate the relations between neighborhood characteristics and children's behavioral problems, and (b) children's behavioral problems mediate the relations between neighborhood and parenting styles. We found that neighborhood Asian concentration was positively associated with authoritarian parenting, which in turn was associated with Chinese American children's higher externalizing and internalizing problems (by parents' reports). In addition, neighborhood economic disadvantage was positively related to children's externalizing problems (by parents' reports), which in turn predicted lower authoritative parenting. The current results suggest the need to consider multiple pathways in the relations among neighborhood, family, and child adjustment, and they have implications for the prevention and intervention of behavioral problems in Chinese American children.

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Parent–child cultural orientations and child adjustment in Chinese American immigrant families.

Cited by 74 publications

References 77 publications

Effortful control and early academic achievement of Chinese American children in immigrant families

Effortful control and early academic achievement of Chinese American children in immigrant families

Chinese American immigrant parents’ emotional expression in the family: Relations with parents’ cultural orientations and children’s emotion-related regulation.

Neighborhood characteristics, parenting styles, and children’s behavioral problems in Chinese American immigrant families.

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