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Parenting Styles, Academic Motivation and Performance: Academically Successful Mainland Chinese Students' Perspectives.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parenting Styles, Academic Motivation and Performance: Academically Successful Mainland Chinese Students' Perspectives./
Author:	Han, Ying.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28121607
ISBN:	9798664783650

Parenting Styles, Academic Motivation and Performance: Academically Successful Mainland Chinese Students' Perspectives.
Han, Ying.

Parenting Styles, Academic Motivation and Performance: Academically Successful Mainland Chinese Students' Perspectives. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 134 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Miami University, 2020.

This item must not be sold to any third party vendors.

The purpose of this study is to investigate how Chinese students who are successful in Gaokao (the higher education administration exam in mainland China) perceive the strategies that their parents use to motivate them academically, and how the perceived parenting practices impact their academic motivation as well as academic performance in Gaokao. Because of a huge cultural distance between China and the U.S.in terms of parenting styles, higher education administrations, and motivational practices, the relationship between parenting styles and academic outcomes are supposed to differ from the U.S. Two scales were employed in this study-six dimensions of parenting, and academic motivation-to explore Chinese academically successful students' perceived parenting styles in their high school experiences along with its relations to their academic motivation and performance in Gaokao .Based upon my research interests on mainland Chinese academically successful students, a sample of three hundred and one surveys were collected from individual college students who had gained access to the two top-ranking universities in Beijing by getting a competitively high score in Gaokao. After a careful analysis of their responses to parenting styles that they received from their parents, seven dimensions emerged for the perceived parenting styles, including three form mothers and four from fathers.For the relationship between parenting styles and academic motivation, it was revealed that all seven dimensions of parenting styles are significantly correlated with academic amotivation, while only part of the parenting style dimensions are correlated with intrinsic motivation and extrinsic motivation respectively, indicating an evident association between parenting styles and academic motivation in this student group. However, the relationships are not statistically significant between any of the parenting style dimensions and students' academic performance in these academically successful students. Explanations for these findings include sampling strategies, the differentiation between parenting styles and parental involvement, and design for the measurement of academic performance in the study.Despite the limitations, findings in this study still provide some guidance for mainland Chinese parents and policy holders to help high school students succeed academically.

ISBN: 9798664783650Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Parenting styles

Parenting Styles, Academic Motivation and Performance: Academically Successful Mainland Chinese Students' Perspectives.
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520 $a The purpose of this study is to investigate how Chinese students who are successful in Gaokao (the higher education administration exam in mainland China) perceive the strategies that their parents use to motivate them academically, and how the perceived parenting practices impact their academic motivation as well as academic performance in Gaokao. Because of a huge cultural distance between China and the U.S.in terms of parenting styles, higher education administrations, and motivational practices, the relationship between parenting styles and academic outcomes are supposed to differ from the U.S. Two scales were employed in this study-six dimensions of parenting, and academic motivation-to explore Chinese academically successful students' perceived parenting styles in their high school experiences along with its relations to their academic motivation and performance in Gaokao .Based upon my research interests on mainland Chinese academically successful students, a sample of three hundred and one surveys were collected from individual college students who had gained access to the two top-ranking universities in Beijing by getting a competitively high score in Gaokao. After a careful analysis of their responses to parenting styles that they received from their parents, seven dimensions emerged for the perceived parenting styles, including three form mothers and four from fathers.For the relationship between parenting styles and academic motivation, it was revealed that all seven dimensions of parenting styles are significantly correlated with academic amotivation, while only part of the parenting style dimensions are correlated with intrinsic motivation and extrinsic motivation respectively, indicating an evident association between parenting styles and academic motivation in this student group. However, the relationships are not statistically significant between any of the parenting style dimensions and students' academic performance in these academically successful students. Explanations for these findings include sampling strategies, the differentiation between parenting styles and parental involvement, and design for the measurement of academic performance in the study.Despite the limitations, findings in this study still provide some guidance for mainland Chinese parents and policy holders to help high school students succeed academically.
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