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ERIC Number: EJ1055901
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-0663
Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China
Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
Journal of Educational Psychology, v107 n1 p309-320 Feb 2015
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents place on school achievement as well as the value they themselves place on it. Children's academic functioning was assessed via children's reports and school records. Value development partially explained the effects of parents' involvement on children's academic functioning in the United States and China. For example, the more children reported their parents as involved, the more they perceived them as placing value on achievement 6 months later; such perceptions in turn predicted the subsequent value children placed on achievement, which foreshadowed enhanced grades.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: China; Illinois
Grant or Contract Numbers: R01 MH57505