Relations Between Academic Adjustment and Parental Psychological Control of Academically Gifted Chinese American and European American Students

Chang, Tzu Fen; Qin, Desiree B.

doi:10.1007/s12187-016-9403-1

Cited by 9 publications

(15 citation statements)

References 37 publications

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“…In a sample predominately composed of European American students, Pomerantz and Eaton () found that elementary school children's poor academic achievement elicited their mothers’ worry and then predicted increased maternal intrusive support. Similarly, Chang and Qin () found that students’ low levels of self‐efficacy in learning predicted parents’ increased use of psychological control over time among European American and Chinese American students. Taken together, children's adjustment in academic contexts may be a factor that predicts the likelihood of parental psychological control.…”

Section: Introductionmentioning

confidence: 95%

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Dai

Liu

et al. 2019

British J of Dev Psycho

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The present study aimed to examine the reciprocal relationship between parental psychological control and students’ academic functioning in urban China. Participants were 731 Chinese high school students in grade 10 (356 boys; Mage = 15.64 years, SD = 0.68). Two waves of 1‐year longitudinal data were collected using student reports of parental psychological control and academic‐related beliefs, strategies, and behaviours. Results showed that parental psychological control at Time 1 significantly triggered an increase in students’ maladaptive academic functioning at Time 2; and students’ adaptive academic functioning at Time 1 significantly predicted parental psychological control at Time 2. Limitations of the present study and implications for practice are discussed. What is already known on this subject? According to self‐determination theory, parental psychological control has been found to be harmful on students’ academic learning in Western societies. We know little about the relation between parental psychological control and academic functioning (adaptive vs. maladaptive) in Eastern societies such as China. What does this study add? Parental psychological control increased maladaptive academic functioning, and adaptive academic functioning decreased parental psychological control, suggesting a more fluid, dynamic parenting–child interaction over time. The predicted relations between parental psychological control and academic functioning of high school students hold across gender. More urbanized adolescents had a high tendency to perceive their parents as psychological controlling, suggesting a change in culture regarding the importance of personal autonomy for more urbanized adolescents.

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Section: Introductionmentioning

confidence: 95%

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Dai

Liu

et al. 2019

British J of Dev Psycho

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“…Several studies found contradictions to this common perception. Asian American children and youths across generations do not generally benefit from a family environment that exhibits hostile parenting (β = −.19), parental psychological control (β = −.08 to −.04), authoritarian parenting (β = −.08 to −.07), and excessively academic control (Chang & Qin, 2017; Chen et al, 2015; Choi et al, 2020; Kim et al, 2013). The above-reported effect sizes were below .2, which is considered weak.…”

Section: Educational Achievement In Asian Americansmentioning

confidence: 99%

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

Chang¹,

Shih²

2023

Asian American Journal of Psychology

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The model minority myth portrays Asian Americans as academically successful and has been criticized for its failure to consider heterogeneity within this population. Utilizing the integrative ecological model of minorities’ development, this review addresses how Asian Americanican children’s and youth’s educational achievement varies according to their family, school, and community contexts. We adapted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist for this review. Based on 48 reviewed articles published between 2005 and June 2020, familial facilitators for academic achievement include supportive and autonomy-granting parenting, high-quality parent–child relationship, appropriate parental expectations and involvement, and social capital. School facilitators are high-quality teaching and teacher–student relationship, and peer support and positive academic orientation. Ethnic-community-based programs and resources promote Asian American children’s and youth’s academic performance. By contrast, Asian American children and youth tend to underachieve in families with hostile parenting, excessive family obligations, and low-socioeconomic status (SES), and in schools with high-rate peer delinquency and racial discrimination or prejudice. Recommendations for promoting Asian American students’ academic well-being are discussed.

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“…In the future, it is important to continue examining the common and unique family dynamics of academically gifted students across ethnicities. Third, although academically gifted students are generally perceived as being homogeneously well-adjusted in all areas, some research has indicated marked variations in their adjustment outcomes (e.g., [12,13]). Our findings lend support to this view.…”

Section: Contributionsmentioning

confidence: 99%

“…However, academic talent does not necessarily assure positive adjustment. For example, although research has found that some academically gifted students have a high level of academic efficacy (i.e., beliefs and perceptions that they have the capacity to enact multiple actions to achieve various types of academic success, such as demonstrating intelligence and finding answers) [11], others have relatively low efficacy [12]. Regarding psychological adjustment and school engagement (e.g., getting along with teachers and peers, paying attention in class), research has found that some academically gifted students adjust relatively well-for example, they report good school engagement and low levels of depression and anxiety, while in contrast, others adjust relatively poorly-for example, they report more school engagement problems and high levels of depression and anxiety [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…This study investigates the extent of training at home and its implications for academic efficacy, school engagement, depression, and anxiety among academically gifted European and Chinese American adolescents. The study targets these adolescent outcomes because research has indicated significant variations in the levels of these outcomes among academically gifted students [12,13].…”

Section: Introductionmentioning

confidence: 99%

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Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students

Chang¹,

Qin²

2017

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Training (jiao xun) has been proposed as an indigenous form of Chinese parenting. Does it exist in other populations? If so, how might it be associated with developmental outcomes? We examined the relationships of training to adolescent academic, psychological, and school adjustment in a sample of 214 Chinese American and 125 European American academically gifted students. We found that training also occurs in European American families with academically gifted children. There were other ethnic similarities: Training was not associated with depression or anxiety in either group, and it was a positive predictor of academic efficacy for both groups. One difference emerged: Training was not associated with school-engagement problems for the European American students, but it was positively associated with fewer school-engagement problems for the Chinese American students. The findings suggest that training has positive implications for academic and school adjustment among academically gifted Chinese American adolescents and for academic adjustment only among their European American peers.

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Relations Between Academic Adjustment and Parental Psychological Control of Academically Gifted Chinese American and European American Students

Cited by 9 publications

References 37 publications

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students

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