“…Chinese parents and teachers always attached great importance to education (G. Wu & Ding, 2001); under this condition, it was reasonable to understand that HAA tended to receive more compliment, individual attention and positive feedback from both parents and teachers than their LAA peers, which might bring in positive parent–child relationship (Zheng et al, 2020) and teacher–student relationship (Fu & Zhao, 2020). In addition, already with high‐quality academic achievements, HAA might receive even higher education aspirations from both parents and teachers (Spera et al, 2009; Voydanoff & Donnelly, 1999), who then were involved and provided social support to help HAA achieve further more academic success (e.g., Leite et al, 2021; Wen & Li, 2022). Involvement in education was found associated with parent–child (Han & Jun, 2010) and teacher–student relationships (Ruiz‐Gallardo et al, 2016).…”