ERIC Number: EJ928913
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment
Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
Child Development, v82 n3 p932-950 May-Jun 2011
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8
Authoring Institution: N/A
Identifiers - Location: China; United States