Domains of Parental Involvement and Academic Achievement across Grade Levels in the Chinese Context

Autor/inn/en	Tianxue Cui; Chuang Wang; Qimeng Liu; Jian Liu
Titel	Domains of Parental Involvement and Academic Achievement across Grade Levels in the Chinese Context
Quelle	In: Asia Pacific Journal of Education, 45 (2025) 4, S. 1080-1096Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Tianxue Cui) ORCID (Chuang Wang) ORCID (Qimeng Liu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2023.2256989
Schlagwörter	Forschungsbericht; Foreign Countries; Parent Participation; Academic Achievement; Correlation; Instructional Program Divisions; Elementary School Students; Middle School Students; High School Students; Parent Influence; Social Capital; Confucianism; Grade 4; Grade 8; Grade 11; Socioeconomic Status; China + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Schulleistung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Sozialkapital; Konfuzianismus; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Socio-economic status; Sozioökonomischer Status
Abstract	This study explored the relationship between domains of parental involvement and students' academic achievement in elementary, middle, and high schools. The participants were 121,635 students in China. Results from multilevel linear models indicated that the relationships between domains of parental involvement and students' academic achievement differ by grade level. In elementary schools, students with higher degrees of parental involvement in study performed better, whereas parental involvement in daily life was not related to academic achievement. In middle schools, academic achievement was unrelated to parental involvement in study or daily life. Students whose parents paid more attention to their daily lives but less to study scored better on academic achievement tests when it comes to high schools. This study suggests that parents should provide appropriate types of support for their children at various developmental stages. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10