Journal Article

Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

Pomerantz, Eva M., Cheung, Cecilia Sin-Sze

2011

Overview

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.

• Publisher: Blackwell Publishing Ltd,Wiley-Blackwell,Oxford University Press
• Subject: Academic Achievement / Achievement / Adjustment / Adolescent / Autonomy / Child / Child development / Children / Children & youth / China / Comparative analysis / Competence / Cross Cultural Studies / Cross-Cultural Comparison / Cultural Differences / Emotional Adjustment / Emotional well being / Emotional wellbeing / Emotions / Engagement / Female / Foreign Countries / Grade 7 / Grade 8 / Humans / International comparisons / Learning / Longitudinal Studies / Male / Parent Child Relationship / Parent Participation / Parent Role / Parent School Relationship / Parent-Child Relations / Parenting - psychology / Parents / Parents & parenting / Participation / Perceptions / Personal Autonomy / Predictor Variables / Self Concept / Social Adjustment / Social Control, Informal / Social Support / Socialization / Student Adjustment / U.S.A / United States