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ERIC Number: EJ932006
Record Type: Journal
Publication Date: 2010-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0012-1649
Why Attend School? Chinese Immigrant and European American Preschoolers' Views and Outcomes
Li, Jin; Yamamoto, Yoko; Luo, Lily; Batchelor, Andrea K.; Bresnahan, Richard M.
Developmental Psychology, v46 n6 p1637-1650 Nov 2010
The developing views of the purposes of school learning (PSLs) and related achievement among immigrant Chinese preschoolers and their European American (EA) age-mates were examined. Both culture and socioeconomic status (SES) were considered simultaneously, an often neglected research approach to studying Asian children. One hundred and fifty 4-year-olds--50 each of middle-class Chinese (CHM), low-income Chinese (CHL), and EA children--completed 2 story beginnings about school and were also tested for their language and math achievement. Results showed that 4-year-olds held sophisticated PSLs, ranging from intellectual to social and affect benefits. Large cultural and SES differences also emerged. CHM children mentioned more adult expectation and seriousness of learning than EA children who expressed more positive affect for self and compliance with adults. CHL children mentioned fewest PSLs. Achievement scores for oral expression of both immigrant groups were significantly lower than those of EA children despite similar reading and math achievement. Controlling for culture and SES, the authors found that children's articulated intellectual, but not other purposes, uniquely predicted their achievement in all tested domains. Cultural and SES influences on immigrant children are discussed. (Contains 4 tables, 1 figure, and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A