PARENTING STYLE AND SCHOOL PERFORMANCE IN CHINESE ADOLESCENTS Hiu Ying Chau B. California State University, Sacramento, 2005 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in CHILD DEVELOPMENT (Applied Settings) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2010 PARENTING STYLE AND SCHOOL PERFORMANCE IN CHINESE ADOLESCENTS A Thesis by Hiu Ying Chau Approved by: __________________________________, Committee Chair Sheri E. __________________________________, Second Reader Christi Cervantes, Ph. __________________________________ Date ii Student: Hiu Ying Chau I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis.
_______________________________, Department Chair ____________________ Karen O’Hara, Ph. Date Department of Child Development iii Abstract of PARENTING STYLE AND SCHOOL PERFORMANCE IN CHINESE ADOLESCENTS by HiuYing Chau Studies concerning parenting styles and adolescent academic achievement have been largely investigated with Western families. Limited parenting research has addressed Asians originating from Hong Kong and Canton. The current study examined Chinese adolescents’ academic achievement in relation to parenting styles (authoritative, authoritarian and permissive) in this specific ethnic group.
The study also examined the differences between parenting styles of Chinese mothers and fathers. The study sample included 30 adolescents between the ages of 13 to 17 years and their parents of Chinese descent in Sacramento, California. Questionnaires, and demographic survey, in both English and Chinese were administered to assess parenting styles and adolescent grade point average (GPA). It was hypothesized that authoritative parenting would be positively related to GPA and authoritarian parenting would be inversely related to GPA.
However, results did not support the hypothesis and there was no significant association between parenting styles and school performance of Chinese adolescents. It was also hypothesized that there would be significant differences between mothers and fathers in authoritative iv and permissive parenting. Paired t-tests revealed no significant differences between mothers and fathers on the three parenting scales scores. However, results indicated that both parents’ authoritative and permissive scores were positively correlated.
, Committee Chair Sheri E. Date v ACKNOWLEDGMENTS I would like to express my sincere appreciation to the many people who have supported me through the challenges and successes of completing my Master’s degree. I would not have been able to get through the process without their support. First, I would like to thank my thesis sponsor, Dr.
Sheri Hembree for her guidance and extensive expertise in the subject matter. She gave me much needed direction and helped me create a product that I am proud of. I am also very grateful for all the time and energy she has given me. Next, I would like to thank Dr.
Christi Cervantes for her guidance in the final phase as my second reader. I am truly grateful for her knowledge in cultural research and her skills as an editor. The Child Development Department is full of experienced and knowledgeable students and instructors dedicated to the field of child development. I have thoroughly appreciated all of the stimulating discussions over the past years, the friendships that we have developed, and the support network that we have created.
Lastly, I would like to thank my family and my good friends. Without their support, patience and endless encouragement, I would not have been able to complete this thesis. vi TABLE OF CONTENTS Page Acknowledgments. vi List of Tables.
1 Significance of the Study. 5 Definition of Terms. 7 Limitations of the Study. 8 Organization of the Study.
REVIEW OF THE LITERATURE. 10 Cultural Context of Chinese Parenting. 16 Father Involvement and Adolescent Development. 27 Differences between Mothers’ and Fathers’ Parenting Styles.
34 Research Question and Hypotheses. 41 Comparing Mothers’ and Fathers’ Parenting Styles. 41 Associations between Parenting Style and Adolescents’ Academic Performance. 46 Comparison of Chinese Mother’s and Father’s Parenting Styles.
46 Parenting Style and Adolescent Academic Achievement. 50 Limitations of the Study. Parental Authority Questionnaire (PAQ). 58 viii LIST OF TABLES Table 1: Means and Standard Deviation for Parenting Scale Scores.
42 Table 2: Correlations between Father Study Variables. 43 Table 3: Correlations between Mother Study Variables. 44 ix 1 Chapter 1 INTRODUCTION One of the central topics in developmental psychology concerns parenting and its influence on children’s social, emotional and cognitive development (Bornstein, 2002; Maccoby & Martin, 1983). Empirical findings from studies conducted in Western countries have indicated that major parenting dimensions such as parental warmth and support may have a significant effect on child behavior and adjustment in multiple domains (Booth, Rose-Krasnor, McKinnon, & Rubin, 1994; Dishion, 1990; Hart, DeWolf, Wozniak, & Burts, 1992; Kochanska, 1995; Patterson, 1982).
Parenting research conducted with Asian samples has also indicated significant associations between parenting style and children’s academic achievement. However, these previous studies with Asian families have often excluded people from Hong Kong and Canton because there were fewer numbers of Chinese immigrants from these two regions comparing to Chinese immigrants from China and Taiwan in the US. Therefore, the purpose of the current study was to address some of the unanswered questions surrounding parenting styles and children’s academic achievement in families from these regions. Most of the research examining parent-child relationships and parenting has focused on mothers, and researchers have only recently begun to investigate fathers and their role in children’s development (Hart, Ladd & Burleson, 1990; Russell & Finnie, 1990).
The role of fathers has been in transition over the past few decades, with fathers taking on more responsibilities for raising children than in the past (Lamb, 2000). As a 2 result of this transition, the father’s role is not as well defined as the role of the mother (Chuang & Su, 2009; Parke, 2002). Lamb (2002) suggests that the role of the father may overlap with the role of the mother, but that he may also provide a unique contribution to children’s development. The current study compares both mothers’ and fathers’ parenting styles with their children in a Chinese sample, specifically in families originating from Hong Kong and Canton.
The purpose of the study was twofold: (a) to compare fathers’ and mothers’ parenting styles in this population, and (b) to examine the relationship between Chinese parenting styles and academic achievement in children aged from 13 to 17 years old. Significance of the Study As families immigrate to different countries, they experience many potential changes in the parent-child relationships and challenges to family functioning. The United States is one of the countries with the highest immigrant population in the world (Barnes & Bennett, 2002). Chinese immigrants represent one of the fastest growing groups in the United States (Barnes & Bennett, 2002).
Within the Chinese-American population, the number of immigrants from Hong Kong is growing. However, research concerning family functioning and parenting in these Hong Kong populations is limited. Chinese culture has been described as collectivistic and influenced by Confucianism. Collectivistic cultures emphasize the importance of interdependence, control of emotion and filial piety (i.
respect for the parents and ancestors). Thus, 3 Chinese parents view children’s development of behavioral inhibition and self-restraint as an important accomplishment. Collectivist cultures also emphasize parental authority and parenting training of children (Chao, 1994; Lin & Fu, 1990). There is a particular concept of training in Chinese culture which is linked to Confucianism.
According to Chao (1994), Chinese parenting is guided by “guan,” which translates as “training.” This cultural orientation is in contrast to Westernized cultures that are more often described as individualistic, promoting cultural values of independence, self-expression and individual uniqueness (Markus & Kitayama, 1991). For example, in a recent study, researchers found that Taiwanese and Chinese parents were more likely to display collectivistic traits, such as exerting more control with their children, while North American parents were more likely to endorse individualistic traits (Jose, Huntsinger, Huntsinger & Liaw, 2000). Although these findings have provided some insights into how parents socialize their children according to their culture’s values, there is still need to better understand parenting among Chinese families. Researchers need to examine how various factors of parenting such as attitudes, or parenting styles (authoritative or authoritarian) relate to children’s academic achievement.
Research indicates positive correlations between authoritative parenting style and academic achievement in Western families. For instance, Leung, McBride-Chang and Lai (2004) found that parental responsiveness helped to predict adolescents’ school performance such that higher parental warmth and responsiveness resulted in better academic achievement. Research has further confirmed that parenting styles are linked to adolescent school adjustment and performance for Chinese children, with Asian high 4 school students from more authoritarian families showing better academic outcomes (Chao, 2001; Leung et al, 1998). However, the results of studies linking parenting styles and academic achievement in Asian families are contradictory.
For example, Leung, Lau and Lam (1998) found that Asian children from authoritarian homes had better academic performance than American and Australian children from authoritarian families; however, some researchers, for example, Chen, Dong and Zhou (1997) found that Chinese adolescents with authoritarian parents were more likely to have poor school performance when compared with Chinese adolescents with authoritative parents. Such discrepancies may result from differences in acculturation, since acculturation was not taken into account in these two studies. The socialization process can become increasingly more complex and dynamic as families migrate to other countries. According to Chuang and Su (2009), Jose et al.
(2000) and Lin and Fu (1990), native Chinese parents are different in some aspects of parenting compared to Chinese immigrant families, with native Chinese families holding onto more traditional customs. Current knowledge of the ways that the immigration process, the time that the newcomers have spent in the United States, and their educational background affected one’s parental practices and belief is limited. Thus, the current study addresses this variable in analyzing the relation between parenting style and achievement. Previous research has addressed differences in parenting in Western and Asian countries; mothers and fathers in every culture play different roles in the family and in 5 society.
In addition, previous research has indicated gender differences in parenting styles of Chinese parents, in that fathers use more authoritarian behaviors with daughters than with sons (Chen, Liu & Li, 2000). On the other hand, Conrade and Ho (2001) found that mothers were more likely to use authoritative and permissive parenting styles. Thus the current study provides an examination of gender differences in Chinese parenting styles with a sample of Chinese parents originating from Hong Kong and Canton and their children aged between 13 and 17 years old. Methodology Thirty adolescents between 13 and 17 years of age, and their parents, in 16 intact families participated in the current study.
Families were recruited from local churches and local Chinese Cultural Organizations in Sacramento County, California. Families agreeing to participate in the study were asked to complete questionnaires and to mail their completed surveys to the researcher using a stamped addressed envelope provided. Data for the current study included an analysis of a demographic survey and a modified Parental Authority Questionnaire (PAQ). Both English and Chinese versions of the PAQ were provided.
Measures A modified Parent Authority Questionnaires (PAQ), developed by Ang (2006) and Buri (1991), was used to assess self-reported parenting styles. Parents were asked to answer 30 Likert items rated on a five-point scale (see Appendix B). The original PAQ 6 was designed to measure adolescents’ perceptions of their parents’ parenting. In the current study, each item was modified by substituting “I” for “my mother.” The revised PAQ consisted of 10 items measuring authoritarian parenting styles (e.
“When I ask my children to do something, I want them to do it immediately without asking any questions.”); 10 items measuring authoritative parenting styles (e. “When my family chooses to do something, I will discuss the reasons for the choice with the children.”) and 10 items assessing permissive parenting (e. “I feel that children can do whatever they like.”) The parent demographic survey (see Appendix A) included items on age, educational background, time in the U.
