Personality and Parenting Style as Predictors of Life Satisfaction among Chinese Secondary Students

Autor/inn/en	Xie, Qiuzhi; Fan, Weiqiao; Wong, Paul; Cheung, Fanny M.
Titel	Personality and Parenting Style as Predictors of Life Satisfaction among Chinese Secondary Students
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 3, S.423-432 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0271-0
Schlagwörter	Student Attitudes; Life Satisfaction; Academic Achievement; Predictor Variables; Secondary School Students; Early Adolescents; Personality Traits; Parenting Styles; Statistical Analysis; Measures (Individuals); Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Lebensvollendung; Schulleistung; Prädiktor; Sekundarschüler; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Statistische Analyse; Messdaten; Ausland
Abstract	Student life satisfaction plays a key role in academic achievement; however, the exploration on the predictors of life satisfaction in secondary school students is insufficient. This study explored how indigenous personality traits and parenting style predicted students' life satisfaction. The participants were 718 junior secondary students in China with a mean age of 13.39 years. Personality, parental style, and life satisfaction were assessed through inventories which were statistically supported in the literature. The results showed that personality, parenting style, and life satisfaction were interrelated. Personality and parenting style altogether accounted for around 31% variance in student global life satisfaction. Specifically, global life satisfaction could be predicted by the personality factors of emotional stability, dependability, and indigenous interpersonal relatedness as well as authoritative and permissive parenting styles. Different domains of life satisfaction were predicted by personality factors and parenting styles to different extents. Implications for cross-cultural theorizing and positive education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01