Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

Autor/inn/en	Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
Titel	Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment
Quelle	In: Child Development, 82 (2011) 3, S.932-950 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01582.x
Schlagwörter	Emotional Adjustment; Parent School Relationship; Foreign Countries; Grade 8; Grade 7; Parent Participation; Student Adjustment; Academic Achievement; Parent Role; Parent Child Relationship; Cross Cultural Studies; Cultural Differences; Personal Autonomy; Predictor Variables; Competence; China; United States + Suchen Sie Ihr Suchwort? Emotionale Anpassung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Elternmitwirkung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Individuelle Autonomie; Prädiktor; Kompetenz; USA
Abstract	This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10