Domains of Parental Involvement and Academic Achievement across Grade Levels in the Chinese Context
Saved in:
| Title: | Domains of Parental Involvement and Academic Achievement across Grade Levels in the Chinese Context |
|---|---|
| Language: | English |
| Authors: | Tianxue Cui (ORCID |
| Source: | Asia Pacific Journal of Education. 2025 45(4):1080-1096. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Grade 4 Intermediate Grades Grade 8 Grade 11 |
| Descriptors: | Foreign Countries, Parent Participation, Academic Achievement, Correlation, Instructional Program Divisions, Elementary School Students, Middle School Students, High School Students, Parent Influence, Social Capital, Confucianism, Grade 4, Grade 8, Grade 11, Socioeconomic Status |
| Geographic Terms: | China |
| DOI: | 10.1080/02188791.2023.2256989 |
| ISSN: | 0218-8791 1742-6855 |
| Abstract: | This study explored the relationship between domains of parental involvement and students' academic achievement in elementary, middle, and high schools. The participants were 121,635 students in China. Results from multilevel linear models indicated that the relationships between domains of parental involvement and students' academic achievement differ by grade level. In elementary schools, students with higher degrees of parental involvement in study performed better, whereas parental involvement in daily life was not related to academic achievement. In middle schools, academic achievement was unrelated to parental involvement in study or daily life. Students whose parents paid more attention to their daily lives but less to study scored better on academic achievement tests when it comes to high schools. This study suggests that parents should provide appropriate types of support for their children at various developmental stages. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484171 |
| Database: | ERIC |
| Abstract: | This study explored the relationship between domains of parental involvement and students' academic achievement in elementary, middle, and high schools. The participants were 121,635 students in China. Results from multilevel linear models indicated that the relationships between domains of parental involvement and students' academic achievement differ by grade level. In elementary schools, students with higher degrees of parental involvement in study performed better, whereas parental involvement in daily life was not related to academic achievement. In middle schools, academic achievement was unrelated to parental involvement in study or daily life. Students whose parents paid more attention to their daily lives but less to study scored better on academic achievement tests when it comes to high schools. This study suggests that parents should provide appropriate types of support for their children at various developmental stages. |
|---|---|
| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2023.2256989 |
