Top

Gepubliceerd in:

28-11-2020 | Original Paper

Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs

Auteurs: Bi Ying Hu, Cruchenda Rosetta Alexander, Huiping Wu, Sherron Killingsworth Roberts, Yuanhua Li

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2021

Abstract

This study investigated the association between parents’ perceptions of home-school partnership and parental satisfaction with preschool services using data collected from 532 preschoolers’ parents in Guangdong Province, China. We explored the moderating role of parents’ childrearing beliefs as an important factor exerting influence on parental satisfaction with preschools. The hierarchical linear regression results revealed that home-school partnership positively predicted parental satisfaction with preschool services in four subscales: Views about administration, Quality of learning environments, Teacher qualifications, and Child-appropriate learning. In particular, parents’ progressive childrearing beliefs exerted a positive moderating role on the relationship between high-level home-school partnership and parental satisfaction with administration and environment quality of preschools. Moreover, childrearing beliefs also exerted a positive moderating role on the relationship between low-level home-school partnership and parental satisfaction; parents with authoritarian childrearing beliefs tended to be more satisfied with preschool teacher qualifications. Findings are discussed in light of previous literature and the Chinese sociocultural context, followed by recommendations for improving preschool services.

vorige artikel Harsh Parental Discipline, Parent-Child Attachment, and Peer Attachment in Late Childhood and Early Adolescence

volgende artikel Longitudinal Effects of Co-Parenting for Successful Kids: Using Mixed-Effects Models

Alleen toegankelijk voor geautoriseerde gebruikers

Adams, K., & Christenson, S. (2000). Trust and the family–school relationship examination of parent–teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477–497.

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park: Sage.

Copple, C. & Bredekamp, S. eds. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd ed. Washington, DC: NAEYC.

Areepattamannil, S. (2010). Parenting practices, parenting style, and children’s school achievement. Psychological Studies, 55(4), 283–289.

Bandura, A., Caprara, G., Barbaranelli, C., Regalia, C., & Scabini, E. (2011). Impact of family efficacy beliefs on quality of family functioning and satisfaction with family life. Applied Psychology, 60(3), 421–448.

Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked with teacher qualifications. Preschool Policy Matters. New Brunswick, NJ: National Institute for Early Education Research.

Bhote, K. R. (1996). Beyond customer satisfaction to customer loyalty: the key to greater profitability. New York, NY: American Management Association.

Bulotsky-Shearer, R. J., Wen, X., Faria, A. M., Hahs-Vaughn, D. L., & Korfmacher, J. (2012). National profiles of classroom quality and family involvement: a multilevel examination of proximal influences on Head Start children’s school readiness. Early Childhood Research Quarterly, 27(4), 627–639.

Chang, L., Lansford, J. E., Schwartz, D., & Farver, J. M. (2004). Marital quality, maternal depressed affect, harsh parenting, and child externalizing in Hong Kong Chinese families. International Journal of Behavioral Development, 28(4), 311–318.

Chao, R. (1996). Chinese and European American mothers’ beliefs about the role of parenting in children’s school success. Journal of Cross-Cultural Psychology, 27(4), 403–423.

Chen, C., & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human Development, 31(6), 351–358.

Chen, F., & Agbenyega, J. (2012). Chinese parents’ perspectives on home preschool partnership: a narrative research. Australasian Journal of Early Childhood, 37(2), 95–105.

Chen, X., Liu, M., Li, B., Cen, G., Chen, H., & Wang, L. (2000). Maternal authoritative and authoritarian attitudes and mother-child interactions and relationships in urban China. International Journal of Behavioral Development, 24(1), 119–126.

Chen, M. E., Anderson, J. A., & Watkins, L. (2016). Parent perceptions of connectedness in a full service community school project. Journal of Child and Family Studies, 25(7), 2268–2278.

Cowan, R, Swearer, S. M., & Sheridan, S. M. (2004). Home-school collaboration. In C. Spielberger (Ed.), Encyclopedia of applied psychology, Vol. 1 (pp. 201–208). San Diego, CA: Academic Press.

De Man, A., Labreche-Gauthier, L., & Leduc, C. (1993). Parent-child relationships and suicidal ideation in French-Canadian adolescents. The Journal of Genetic Psychology, 154(1), 17–23.PubMed

Dornbusch, S. M., Ritter, P. L., Leiderman, H., Roberts, D., & Fraleigh, M. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244–1237.PubMed

Durand, T. M. (2011). Latina mothers’ cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. The Urban Review, 43(2), 255–278.

Dyson, L. L. (2001). Home-school communication and expectations of recent Chinese immigrants. Canadian Journal of Education, 26(4), 455–476.

Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., & Henry, G. T. (2007). Teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs. Child Development, 78(2), 558–580.PubMed

Edwards, N. (2018). Family feedback and programmatic decision-making: responsiveness of early childhood administrators. Early Childhood Education Journal, 46(4), 397–407.

Epstein, J. L. (1990). School and family connections: theory, research, and implications for integrating sociologies of education and family. Marriage & Family Review, 15(1-2), 99–126.

Falbo, T. R., Glover, S., Stokes, W., Holcombe, W., Lee, W., Inchauste, V., Provost, O., & Schexnayder, D. (2003). Parent satisfaction with school quality: evidence from One Texas District. Texas, United States: The University of Texas at Austin. http://www.utexas.edu/research/cshr/pubs/pdf/parsat.pdf.

Fantuzzo, J., Gadsden, V., Li, F., Sproul, F., McDermott, P., Hightower, D., & Minney, A. (2013). Multiple dimensions of family engagement in early childhood education: evidence for a short form of the Family Involvement Questionnaire. Early Childhood Research Quarterly, 28(4), 734–742.

Friedman, B. A., Bobrowski, P. E., & Markow, D. (2007). Predictors of parents’ satisfaction with their children’s school. Journal of Educational Administration, 45(3), 278–288.

Garner, W. T., & Hannaway, J. (1982). Private schools: the client connection. In M. E. Manley-Kassimir (Ed.), Family, choice, and schooling. New York, NY: Lexington.

Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. Social Psychology of Education, 10(4), 473–482.

Goldring, E. (1990). Elementary school principals as boundary spanners: Their engagement with parents. Journal of Educational Administration, 28(1), 53–62.

Griffith, J. (1996). Test of a model of the organizational antecedents of parent involvement and satisfaction with public education. Human Relations, 49(12), 1549–1571.

Grolnick, W. S., & Raftery-Helmer, J. N. (2015). Core components of family–school connections: toward a model of need satisfying partnerships. In S. Susan & E. Kim (Eds), Foundational aspects of family-school partnership research (pp. 15–34). Cham, Switzerland: Springer.

Gutek, B. A. (1978). Strategies for studying client satisfaction. Journal of Social Issues, 34(4), 44–56.

Hampden-Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248–265.

Henrich, C. C., & Gadaire, D. M. (2008). Head Start and parent involvement. Infants and Young Children, 21, 56–69.

Ho, D. (1986). Chinese patterns of socialization: a critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1–35). Hong Kong: Oxford University Press.

Ho, S. (2003). Teachers’ views on educational decentralization towards parental involvement in an Asian educational system: The Hong Kong case. International Studies in Educational Administration, 31, 58–75.

Ho, D. (1994). Cognitive socialization in Confucian heritage cultures. In P. Greenfield & R. Cocking (Eds.), Cross-cultural roots of minority child development, pp. 285–313. New York, NY: Lawrence Erlbaum Associates, Inc.

Holloway, S. D., & Reichhart-Erickson, M. (1989). Child-care quality, family structure, and maternal expectations: relationship to preschool children’s peer relations. Journal of Applied Developmental Psychology, 10(3), 281–298.

Hong, Q. (2004). Research of parents’ need and satisfaction of childcare quality in preschool [In Chinese] (Master’s Thesis). Available from National Digital Library of Thesis and Dissertations in Taiwan.

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record, 97(2), 310–331.

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.

Hoover-Dempsey, K. V., & Walker, J. M. (2002). Family-school communication. Elementary School Journal, 106(2), 105–130.

Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. The Journal of Educational Research, 85(5), 287–294.

Hu, H. (2009). The practice of home-kindergarten partnerships in Germany. Outlook, 2(5), 33–34.

Hu, B., Yang, Y., & Song, Z., Wu, H., & Netzel, J. (2018). Structural and process predictors of Chinese parental satisfaction toward early childhood education services. Children and Youth Services Review, 89, 179–187.

Hu, B., Zhou, Y., & Li, K. (2017). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal, 25(4), 519–540.

Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink Krieg, D., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92(4), 745–760.

Jin, L., & Cortazzi, M. (2011). Researching Chinese learners: skills, perceptions and intercultural adaptations. Basingstoke: Palgrave Macmillan.

Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73(5), 1215–1236.PubMed

Kaczan, R., Rycielski, P., & Wasilewska, O. (2014). Parental satisfaction with school-determining factors. Edukacja, 6(131), 39–52.

Kawamura, K. Y., Frost, R. O., & Harmatz, M. G. (2002). The relationship of perceived parenting styles to perfectionism. Personality and Individual Differences, 32(2), 317–327.

Kelesidou, S., Chatzikou, M., Tsiamagka, E., Koutra, E., Abakoumkin, G., & Tseliou, E. (2017). The role of parents’ educational level and centre type in parent satisfaction with early childhood care centres: a study in Greece. European Early Childhood Education Research Journal, 25(5), 768–783.

Kim, E. M., Coutts, M. J., Holmes, S. R., Sheridan, S. M., Ransom, K. A., Sjuts, T. M., & Rispoli, K. M. (2012). Parent involvement and family-schoolpartnerships: Examining the content, processes, and outcomes of structural versus relationship-based approaches. CYFS Working Paper No. 2012-6: Nebraska Center for Research on Children, Youth, Families and Schools. Retrieved from https://files.eric.ed.gov/fulltext/ED537851.pdf.

Kim, E. M., & Sheridan, S. M. (2015). Foundational aspects of family–school connections: definitions, conceptual frameworks, and research needs. In Foundational aspects of family-school partnership research (pp. 1–14). Cham, Switzerland: Springer.

Koutrouba, K., Antonopoulou, E., Tsitsas, G., & Zenakou, E. (2009). An investigation of Greek Teachers’ views on parental involvement in education. School Psychology International, 30(3), 311–328.

LaForett, D. R., & Mendez, J. L. (2010). Parent involvement, parental depression, and program satisfaction among low-income parents participating in a two-generation early childhood education program. Early Education and Development, 21(4), 517–535.

Lamb-Parker, F., Piotrkowski, C. S., Baker, A. J., Kessler-Sklar, S., Clark, B., & Peay, L. (2001). Understanding barriers to parent involvement in Head Start: a research-community partnership. Early Childhood Research Quarterly, 16(1), 35–51.

Lau, E. Y., Li, H., & Rao, N. (2011). Parental involvement and children’s readiness for school in China. Educational Research, 53(1), 95–113.

Lau, E. Y. H., Li, H., & Rao, N. (2012). Exploring parental involvement in early years education in China: Development and validation of the Chinese Early Parental Involvement Scale (CEPIS). International Journal of Early Years Education, 20(4), 405–421.

Leaper, C. (2000). Gender, affiliation, assertion, and the interactive context of parent–child play. Developmental Psychology, 36(3), 381–393.PubMed

Leong, A. E. (2014). Assessing the cross-cultural reliability and validity of a measure of parent satisfaction among Head Start caregivers. Journal of Family Strengths, 14(1). Retrieved from http://digitalcommons.library.tmc.edu/jfs/vol14/iss1/22.

Li, L., & Wegerif, R. (2014). What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian education’. Thinking Skills and Creativity, 11, 22–32.

Lieber, E., Nihira, K., & Mink, I. T. (2004). Filial piety, modernization, and the challenges of raising children for Chinese immigrants: quantitative and qualitative evidence. Ethos, 32(3), 324–347.

Lin, C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development, 61(2), 429–433.

Lin, N., & Bian, Y. (1991). Getting ahead in urban China. American Journal of Sociology, 97(3), 657–688.

Liu, K. C., & Chien, C. Y. (1998). Project approach and parent involvement in Taiwan. Childhood Education, 74(4), 213–219.

Liu, Y. (2003). Increasing parent participation rate: building new type of home-kindergarten relationships. Gansu Education, Z2, 17–18.

Marjoribanks, K. (2002). Family and school capital: towards a context theory of students’ school outcomes. Dordrecht, The Netherlands: Kluwer Academic.

McGillicuddy-De Lisi, A. V. (1985). The relationship between parental beliefs and children’s cognitive level. In I. Sigel (Ed.), Parental belief systems (pp. 7–24). Hillsdale, NJ: Erlbaum.

Miller, S. (1995). Parents’ attributions for their children’s behaviors. Child Development, 66, 1557–1584.PubMed

Milne, E., & Wotherspoon, T. (2020). “Alignment-Plus”: alignment with schooling requirements and cultural-bridging among indigenous middle-class parents. British Journal of Sociology of Education, 41(1), 127–143.

Mulvaney, M. K., & Morrissey, R. A. (2012). Parenting beliefs and academic achievement across African-American and Caucasian family contexts. Early Child Development and Care, 182(9), 1105–1124.

Murphey, D. A. (1992). Constructing the child: relations between parents’ beliefs and child outcomes. Developmental Review, 12(2), 199–232.

Ng, S. W. (1999). Home-school relations in Hong Kong: separation or partnership. School Effectiveness and School Improvement, 10, 551–560.

Nyland, B., Pan, B., Cooper, B., Nyland, C., & Zeng, X. (2016). Parents’ satisfaction with kindergarten/preschool services in Beijing at a time of systemic expansion. Australasian Journal of Early Childhood, 41(1), 19–27.

Okagaki, L., & Frensch, P. A. (1998). Parenting and children’s school achievement: a multiethnic perspective. American Educational Research Journal, 35(1), 123–144.

Pang, I. W. (2004). School–family–community partnership in Hong Kong–perspectives and challenges. Educational Research for Policy and Practice, 3(2), 109–125.

Patrikakou, E. N., & Weissberg, R. P. (2000). Parents’ perceptions of teacher outreach and parent involvement in children’s education. Journal of Prevention & Intervention in the Community, 20(1-2), 103–119.

Peng, S. Q., & Guo, D. W. (2001). Experiment and study of the sports prescription on the teaching of fitness at universities and colleges. Journal of Physical Education, 4, 87–89.

Pomerantz, E. M., Ng, F., & Wang, Q. (2004). Gender socialization: Parent × Child model. In A. H. Eagly, R. J. Sternberg & A. Beall (Eds.), The psychology of gender (pp. 120–144). New York, NY: Guilford Press.

Pong, S. L., Hao, L., & Gardner, E. (2005). The roles of parenting styles and social capital in the school performance of immigrant Asian and Hispanic adolescents. Social Science Quarterly, 86(4), 928–950.

Porter, L. (2008). Teacher–parent collaboration: Early childhood to adolescent. Camberwell, Victoria: ACER Press.

Schaefer, E., & Edgerton, M. (1985). Parental and child correlates of parental modernity. In I. E. Sigel (Ed), Parental belief systems (pp. 121–147). Hillsdale, NJ: Lawrence Erlbaum.

Schwartz, S., Weisskirch, R., Hurley, E., Zamoanga, B., Park, I., Kim, S., & Greene, A. (2010). Communalism, familism, and filial piety: Are they birds of a collectivist feather? Cultural Diversity and Ethnic Minority Psychology, 16, 548–560.PubMed

Scopelliti, M., & Musatti, T. (2013). Parents’ view of child care quality: Values, evaluations, and satisfaction. Journal of Child and Family Studies, 22(8), 1025–1038.

Shek, D. T., & Chan, L. K. (1999). Hong Kong Chinese parents’ perceptions of the ideal child. The Journal of Psychology, 133(3), 291–302.

Sheldon, S. (2002). Parents’ social networks and beliefs as predictors of parent involvement. The Elementary School Journal, 102(4), 301–316.

Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: examining and changing our paradigm for the 21st century. School Psychology Review, 29(4), 485–502.

Shi, B., & Shen, J. (2007). The relationships among family SES, intelligence, intrinsic motivation and creativity. Psychological Development and Education, 23(1), 30–34. (in Chinese).

Simpkins, S. D., Weiss, H. B., McCartney, K., Kreider, H. M., & Dearing, E. (2006). Mother-child relationship as a moderator of the relation between family educational involvement and child achievement. Parenting: Science and Practice, 6, 49–57.

Soanes, C., & Stevenson, A. (2006). Oxford Dictionary of English. 2nd ed. Oxford, UK: Oxford University Press.

Stipek, D., Recchia, S., & McClintic, S. (1992). Self-evaluation in young children. Monographs of the Society for Research in Child Development, 57(1), 1–95.PubMed

Teleki, J. K., & Buck-Gomez, S. (2002). Childcare and early education: Satisfaction with services among rural families. Early Childhood Education Journal, 29(3), 161–166.

Walker, J., Wilkins, A., Dallaire, J., Sandler, H., & Hoover‐Dempsey, K. (2005). Parental involvement: model revision through scale development. The Elementary School Journal, 106(2), 85–104.

Wang, J., & Lin, J. (2019). Traditional Chinese views on education as perceived by international students in China: International student attitudes and understandings. Journal of Studies in International Education, 23(2), 195–216.

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: a review. Review of Educational Research, 73(1), 89–122.

Wechsler, M., Melnick, H., Maier, A., & Bishop, J. (2016). The building blocks of high-quality early childhood education programs. Palo Alto, CA: Learning Policy Institute.

Willemse, T., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: a challenge for teacher education. Journal of Education for Teaching, 44(3), 252–257.

Wu, J. (2013). Survey research on kindergarten preschool parents’ satisfaction in Chiayi County [In Chinese] (Master’s thesis). Available from National Digital Library of Thesis and Dissertations in Taiwan.

Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. The Elementary School Journal, 103(5), 503–517.

Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22(3), 189–214.

Yeh, K., & Bedford, O. (2003). A test of the dual filial piety model. Asian Journal of Social Psychology, 6(3), 215–228.

Zadeh, Z., Im-Bolter, N., & Cohen, N. (2007). Social cognition and externalizing psychopathology: An Investigation of the mediating role of language. Journal of Abnormal Child Psychology, 35(2), 141–152.PubMed

Titel: Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs
Auteurs: Bi Ying Hu
Cruchenda Rosetta Alexander
Huiping Wu
Sherron Killingsworth Roberts
Yuanhua Li
Publicatiedatum: 28-11-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 1/2021
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-020-01862-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2021

Preventing Intimate Partner Violence Among Teen Mothers: A Pilot Study

Military-Connected Adolescents’ Emotional and Behavioral Risk Status: Comparisons of Universal Screening Data and National Norms

Psychosocial Interventions for Children With Externalized Behavior Problems: An Updated Meta-analysis of Moderator Effects

Longitudinal Effects of Co-Parenting for Successful Kids: Using Mixed-Effects Models

Who Switches Schools? Child-Level Predictors of School Mobility in Middle School Students

Harsh Parental Discipline, Parent-Child Attachment, and Peer Attachment in Late Childhood and Early Adolescence