From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children

Li, Jin; Yamamoto, Yoshihiko; Kinnane, Jamison M.; Shugarts, Bree C.; Ho, Clarence K.K.

doi:10.1111/cdev.13055

Cited by 7 publications

(8 citation statements)

References 54 publications

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“…School-based practices involve parental communication with teachers or school counselors, parents’ participation in school events, and their voluntary services at school (Anicama et al, 2018; Kim, Bryan, et al, 2017). Previous research indicates that parental expectations and involvement are associated with academic success in terms of better college transitions and test scores in STEM-related fields, reading, and social studies (β = .13 to.16), as well as a lower likelihood of high school dropout (Anicama et al, 2018; Corwyn & Bradley, 2008; Kim, Bryan, et al, 2017; Li et al, 2019; Liu & White, 2017; Museus, 2013; Museus & Vue, 2013). These findings are based on national samples of Asian Americans, Chinese Americans, and Southeast Asian Americans (including those with Cambodian, Hmong, Laotian, and Vietnamese origins) across generations, including elementary, high school, and college students.…”

Section: Educational Achievement In Asian Americansmentioning

confidence: 99%

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

Chang¹,

Shih²

2023

Asian American Journal of Psychology

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The model minority myth portrays Asian Americans as academically successful and has been criticized for its failure to consider heterogeneity within this population. Utilizing the integrative ecological model of minorities’ development, this review addresses how Asian Americanican children’s and youth’s educational achievement varies according to their family, school, and community contexts. We adapted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist for this review. Based on 48 reviewed articles published between 2005 and June 2020, familial facilitators for academic achievement include supportive and autonomy-granting parenting, high-quality parent–child relationship, appropriate parental expectations and involvement, and social capital. School facilitators are high-quality teaching and teacher–student relationship, and peer support and positive academic orientation. Ethnic-community-based programs and resources promote Asian American children’s and youth’s academic performance. By contrast, Asian American children and youth tend to underachieve in families with hostile parenting, excessive family obligations, and low-socioeconomic status (SES), and in schools with high-rate peer delinquency and racial discrimination or prejudice. Recommendations for promoting Asian American students’ academic well-being are discussed.

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Section: Educational Achievement In Asian Americansmentioning

confidence: 99%

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

Chang¹,

Shih²

2023

Asian American Journal of Psychology

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“…This has led many scholars to develop broader frameworks of the two intellectual traditions-Confucian and Socratic philosophy [16,29,[37][38][39]. Among them, Li's virtuemind framework [40][41][42][43][44][45][46][47][48][49][50] is generally considered the most comprehensive, encouraging future research in the field.…”

Section: Literature Review and Theoretical Framework 21 Development O...mentioning

confidence: 99%

“…Moreover, to better address the Paradox of Chinese Learners and improve the sustainability of Chinese education, research should not merely focus on a phenomenological explanation of the distinction between the two cultural learning models, but should examine the relationship between their respective learning beliefs and students' academic achievement. In Li's subsequent studies [49,50], she bridged the missing link between learning beliefs and academic achievement. However, the results from these studies are insufficient and not comparative in nature to determine which model is best for students' academic achievement.…”

Section: Literature Review and Theoretical Framework 21 Development O...mentioning

confidence: 99%

A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange

et al. 2022

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The world’s two largest economies, the United States and China, have fundamentally different cultural beliefs about learning. Thus, when examining Chinese learners, Western researchers were confused by the contrasting phenomenon between seemingly poor learning approaches and high academic achievement, i.e., the Paradox of Chinese Learners. In addressing this paradox, Jin Li offered a theoretical framework of the Chinese virtue model versus the European–American mind model to comprehensively understand the differences in students’ learning beliefs and academic achievement between the two cultures. However, Li does not pay attention to global cultural exchange or directly link learning beliefs to academic achievement. Therefore, this paper presents two empirical studies addressing these research gaps. Study 1 adopted both qualitative and quantitative methods to investigate the learning beliefs of Chinese and European–American university students, and revealed that deepening cultural exchange narrowed the gap between the two models (Study 1a), but the impact of the virtue model on European–American students was weaker than that of the mind model on Chinese students (Study 1b). Study 2 further revealed that both models were beneficial for Chinese students’ academic achievement, whereas only the virtue model benefited European–American students. These findings have important implications for addressing the Paradox of Chinese Learners.

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“…Their narratives were analyzed qualitatively and quantitatively. We also studied EA and Chinese immigrant (CI) preschoolers’ learning beliefs (Li, Yamamoto, Kinnane, Shugarts, & Ho, ; Li, Yamamoto, Luo, Batchelor, & Bresnahan, ).…”

Section: Children's Learning Beliefsmentioning

confidence: 99%

“…This process results in the internalization; that is, making part of the SCLM their own, as has long been held (Vygotsky, ). Once internalized, only children themselves have ownership of such beliefs and can access and act accordingly (Li, 2004a, 2004b; Li et al., ).…”

Section: Clms Recast As Sclmsmentioning

confidence: 99%

Western and East Asian sociocultural learning models: Evidence from cross‐cultural and immigrant research

Yamamoto

2019

Asian J of Social Psycho

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We review Li's research and theory of cultural learning models in light of Chirkov's (2019) theory of sociocultural models that draw on previous theories and research across social sciences. We recast Li's models as sociocultural learning models (SCLMs) by incorporating Chirkov's three emphases: (a) the inseparability between the social and the cultural, (b) the public versus individuals' internalization of SCLMs and their mutual enforcement, and (c) collective intentionality and intersubjectivity as embedded in the enactment of SCLMs. As an initial attempt to document how public SCLMs become internalized, we further examine the role of joint intentionality and intersubjectivity at the person-to-person level. We use discourse analysis to look at two mother-child conversations about learning from our current European American and Chinese immigrant research data. We show evidence that both joint intentionality and intersubjectivity are prevalently and deeply present in the process of parental socialization (transmitting SCLMs to their young). We conclude that intentionality and intersubjectivity are indispensable to enable SCLMs to exist and to continue by enabling the public to become internalized. The internalization is then enacted and repeated by members across the culture, who in turn function to uphold and renew SCLMs.

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From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children

Cited by 7 publications

References 54 publications

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange

Western and East Asian sociocultural learning models: Evidence from cross‐cultural and immigrant research

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