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ERIC Number: EJ888418
Record Type: Journal
Publication Date: 2008-Jan
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0272-930X
Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children
Cheung, Cecilia S.; McBride-Chang, Catherine
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v54 n1 p1-22 Jan 2008
A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records. The new measure of parenting practices exhibited satisfactory factorial validity and reliability. Perceived parenting styles of concern and restrictiveness, although theoretically independent, were highly associated. Perceived maternal practices of support and encouragement explained unique variance in children's learning motivation. Achievement demands, together with restrictive parenting style, explained children's actual academic performances. Children's mastery motivation, but not maternal socialization practices and style, explained children's perceived competence. Findings are in line with existing models of family interaction (e.g., Kagitcibasi, 2005) and underscore the importance of specific parenting practices as well as general parenting styles in explaining different socialization outcomes in children (Darling & Steinberg, 1993). (Contains 6 tables.)
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A