What my parents make me believe in learning: The role of filial piety in Hong Kong students' motivation and academic achievement

Abstract

Chinese students are well-known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent-child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success.

Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

“…Second, the participants found ways to justify the authoritative parenting they received through their desire and actualization of closely bonding with the parents. This explains how the students were able to reconcile the "double-edged sword" (Pan et al, 2013) of collectivist culture (see also Chen & Wong, 2014;Chow & Chu, 2007). Particularly if the parents were autonomy-supportive, filial piety flourished since children believed that their parents wanted them to pursue their dreams.…”

“…Similarly, Fuligni and Zhang (2004) identified that obligation to family by bringing honor and repaying parents for their upbringing, respecting parental authority, and being willing to sacrifice for the family was associated with higher levels of academic motivation among adolescents. Furthermore, Chen and Wong (2014) found that filial piety beliefs affect an adolescent's understanding of academic intelligence and achievement.…”

“…In studies testing filial piety and academic motivation and achievement, Chen and Wong (2014) found that reciprocal filial piety is directly linked with academic achievement. Conversely, Chen and Ho (2012) found no direct link between authoritative filial piety with academic achievement.…”

Career‐Related Filial Piety and Career Adaptability in Hong Kong University Students

“…In fact, AFP has been found to exert different effects on different variables. In addition, a study by W.-W. Chen and Wong (2014) found that AFP had a negative indirect effect on the academic results of Hong Kong university students. However, Jin (2009) reported that C-AFP did not have a significant influence on career decision self-efficacy.…”

“…However, Jin (2009) reported that C-AFP did not have a significant influence on career decision self-efficacy. In addition, a study by W.-W. Chen and Wong (2014) found that AFP had a negative indirect effect on the academic results of Hong Kong university students. The differentiated impact of AFP may help explain the difference between our findings and those of Li's study with Shanghai university students.…”