Effect of Chinese Parental Practices on Their Adolescent Children's School Performance, Moderated by Student's Conformity to Parents, Self-Esteem, and Self-Efficacy.

Autor/inn/en	Shen, Yuh-Ling; Peterson, Gary
Titel	Effect of Chinese Parental Practices on Their Adolescent Children's School Performance, Moderated by Student's Conformity to Parents, Self-Esteem, and Self-Efficacy.
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescent Attitudes; Adolescent Development; Adolescents; Chinese Culture; Compliance (Psychology); Conformity; Foreign Countries; Grade Point Average; Models; Parent Child Relationship; Parenting Styles; Performance Factors; Secondary Education; Self Efficacy; Self Esteem; Student Motivation; China + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Konformität; Ausland; Analogiemodell; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leistungsindikator; Sekundarbereich; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation
Abstract	This study examined how parental practices in mainland China influence adolescents' school performance, including school motivation and grade point average (GPA), when moderated by self-esteem and self-efficacy. Participating in the study were 497 students, ranging in age from 12 to 19 years, attending six public junior and senior high schools. Subjects completed a questionnaire designed to assess adolescents' perception of parental support, reasoning, monitoring, punitiveness, and autonomy granting, as well as subjects' school motivation, self-esteem, self-efficacy, and conformity to parents. The findings indicated that all five parental practices were significant predictors of at least one of the moderating variables: conformity to parents, self-esteem, and self-efficacy. Parental support and monitoring were positive predictors of conformity, whereas parental reasoning and autonomy-granting were positive predictors of self-efficacy. Parental punitiveness and autonomy-granting predicted self-esteem. Both conformity to parents and self-efficacy had positive effects on school motivation, with self-efficacy also having a strong positive and direct influence on GPA. Self-esteem did not affect either motivation or GPA significantly. (Contains 32 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC