Parental expectations of Chinese immigrants: a folk theory about children's school achievement

Li, Jun

doi:10.1080/1361332042000234286

Cited by 86 publications

(62 citation statements)

References 16 publications

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“…Academic stress of Chinese students may also be linked to the Confucian value that underscores the importance of education in achieving life goals; hence, Chinese parents are very willing to invest in their children's education, and they often socialize their children to study diligently and to strive for academic achievement as such success is related to family shame and pride (Chao 1996;Ho 1996). Filial piety is a highly valued cultural virtue among the Chinese, and that striving for and attaining academic success is a way for children to demonstrate filial piety (Li 2004). If a child fails to achieve academically, parents will be criticized for not monitoring their children properly, and children will be condemned for not fulfilling their filial duty.…”

Section: Introductionmentioning

confidence: 99%

Academic Stressors and Anxiety in Children: The Role of Paternal Support

2009

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We examined the role of paternal support in the relation between academic stress and the mental health of primary school children in Hong Kong. The participants of this cross-sectional study were 1,171 fifth and sixth graders. The results indicated that academic stress was a risk factor that heightened student anxiety levels and that parental emotional support was a protective factor that contributed to better mental health among children. However, paternal informational support delivered to children during times of high academic stress appeared to heighten student anxiety levels. The practical implications of the findings on parent education are discussed.

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Section: Introductionmentioning

confidence: 99%

Academic Stressors and Anxiety in Children: The Role of Paternal Support

2009

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“…The fi ndings also tally with Confucian thoughts and fi ndings of qualitative research relevant on parental expectation on child ' s development (2,11,21) , with family, academic, and conduct-related attributes as major domains in attributing the construct. Moreover, the domains The phase " rear his/her family " does not indicate whether the family is the child ' s future family or family of origin Change the phase from " his/her family " to " his/her future family " 19 My child act step by step in the future is more important than earning money It is misleading to compare " act step by step " with " earning money "…”

Section: Discussionmentioning

confidence: 99%

“…The ideas of Confucian thoughts and qualitative studies on parental expectations on child ' s development (2,11,21) bring us insights on the domains of parental expectations on child ' s future in Chinese context. In short, congruent with Confucian ideas and research fi ndings, there are three domains of attributes, namely " education attainment " , " family obligations " , and " moral character " , related to parental expectations on child ' s future that are worth to be explored.…”

Section: Introductionmentioning

confidence: 99%

Expecting my child to become “dragon” – development of the Chinese Parental Expectation on Child’s Future Scale

Leung

Shek²

2011

International Journal on Disability and Human Development

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This paper describes a study in which an assessment tool of parental expectation on child ' s future was developed. Based on focus group interviews of parents and adolescents in Hong Kong, fi ve dimensions of parental expectation on child ' s future were identifi ed, including " educational achievement " , " self-reliance " , " occupation " , " family obligation " , and " conduct " . In conjunction with the Chinese literature on parental expectations, the Chinese Parental Expectation on Child ' s Future Scale was developed. To assess the content validity of the measure, a panel of experts was invited to determine the relevance, clarity, and representativeness of the developed items and the views of the experts were used to further modify the scale. This study is a pioneer attempt to assess parental expectation on child ' s future in different Chinese contexts.

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“…In their research (Epstein, 1995;Halle, Kurtz-Costes & Mahoney, 1997;Li, 2004;Losh & Tavani, 2003;Moss & St. Laurent, 2001;Portes & Rumbaut, 2001;Stevenson & Baker, 1987) show that the attitude parents display relating to expectations for school achievement have significant impact on their children's behavior. Moreover, Stevenson & Lee (1990) indicate that parents who believe that their children's performances are determined by their abilities tend to participate less frequently in their children's school careers than those parents who believe their children's performance is determined by effort.…”

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confidence: 99%

“…A great deal of qualitative research has explored achievement among Chinese Americans (e.g., Li, 2004;Pearce, 2006;Siu & Feldman, 1995;Zhou, 2009). However, while both structural and cultural explanations from this perspective inform our understanding of the context of Chinese American educational achievement, quantitative studies have not come down conclusively on either side of the structural-cultural debate.…”

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confidence: 99%