Parental Involvement and Adolescents’ Academic Achievements in China: A Cross-Lagged Analysis (72807)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Jerrecho Pituk

Saturday, 25 November 2023 15:45
Session: Session 4
Room: Room B (Live Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Using two waves of longitudinal data from the China Family Panel Studies (CFPS) with 523 Chinese adolescents (Mage= 10.50, SD= .575, girls=239) and their parents, this study examined the effects of parental involvement (including parental academic expectations, educational expenditure, and learning support and monitoring) and socioeconomic status (SES) on adolescents’ academic achievement in literacy and mathematics. In particular, the study aimed to 1) examine cross-lagged relations between parental involvement and adolescents’ achievements in literacy and mathematics while taking into account the effect of SES, and 2) investigate whether urbanicity and gender moderated the paths between parental involvement, SES and academic achievement. Two separate structural equation models were constructed for literacy and mathematics. The results found significant positive bidirectional relations between academic achievement and parental expectation in both literacy and mathematics models. Positive reciprocal relations were also significant between mathematics achievement and educational expenditure. Multi-group analyses were performed on the cross-lagged models to examine the moderation effect. The results suggested that rural families adjusted their academic expectations based on students’ early literacy and mathematics performance, while urban families did not. Furthermore, the reciprocal relations between mathematics achievement and educational expenditure were only significant for boys, but not for girls. Parental expectation was associated with girls’ later mathematics achievements, but not boys'. The findings further unpacked the relations between parental involvement, SES, and academic achievement among Chinese students, and shed light on the importance of contextual factors such as urbanicity and gender. Implications for promoting education equity will be discussed.

Authors:
Yushan Jiang, The University of Hong Kong, Hong Kong
Chen Meng, The University of Hong Kong, Hong Kong


About the Presenter(s)
Ms Yushan Jiang is a University Doctoral Student at The University of Hong Kong in Hong Kong

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00