Top

Gepubliceerd in:

15-07-2017 | Original Paper

Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept

Auteurs: Sivanes Phillipson, Shane N. Phillipson

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2017

Abstract

Previous research involving Hong Kong Chinese parents and their children showed that parental home involvement, beliefs of their children’s cognitive ability and their expectations for academic achievement mediated the relationship between their children’s cognitive ability and school achievement scores. This mediation effect was interpreted as the cognitive-affect model of academic achievement. The current research confirms the generalizability of the findings and tests the hypothesis that there are cultural differences in the mediation effects with the inclusion of non-Chinese students and their parents as a comparison group. The responses from 103 Chinese speaking (CS) and 163 non-Chinese speaking (NCS) primary students and parents from two schools in Hong Kong were analyzed using structural equation modeling. Student measures included self-concept, cognitive ability and academic achievement in mathematics, English and Chinese. Parent measures included home involvement, beliefs of their child’s cognitive ability and expectations of academic success. Initial model showed that parental expectations mediate the link between cognitive ability and academic achievement for both CS and NCS groups, with parental involvement predicting English achievement for only the NCS group. After the inclusion of academic self-concept, the model showed that CS parental expectations also mediate the link between self-concept and academic achievement. However, the model showed that the parental expectations of NCS play a lesser role in mediating the link between academic self-concept and their children’s academic achievement. Despite the differences, the results provide evidence for the generalizability of the cognitive-affect model.

vorige artikel The Management of Disclosure in Children’s Accounts of Domestic Violence: Practices of Telling and Not Telling

volgende artikel Parental Distress Tolerance in Three Periods of Child Development: The Moderating Role of Child Temperament

Arbuckle, J. L. (2011). IBM SPSS Amos 20.0 user’s guide. Chicago, IL: SPSS.

Aunio, P., Aubrey, C., Godfrey, R., Pan, Y., Liu, Y. (2008). Children’s early numeracy in England, Finland and People’s Republic of China. International Journal of Early Years Education, 16, 203–221. doi:10.1080/09669760802343881.CrossRef

Bhowmik, M. K., & Kennedy, K. J. (2016). Caught between cultures: Case study of an “out of school” ethnic minority student in Hong Kong. Asia Pacific Journal of Education, doi:10.1080/02188791.2016.1169991.

Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.CrossRef

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences. 3rd edn. New York, NY: Routledge.

Burkholder, C. (2013). “Just the school make[s] us Non-Chinese”: Contrasting the discourses of Hong Kong’s education bureau with the lived experiences of its non-Chinese speaking secondary school population. Educational Research for Social Change, 2(2), 43–58.

Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. 2nd edn. New York: Routledge.

Census and Statistics Department. (2011). Hong Kong population census 2011: Nationality and ethnicity. http://www.census2011.gov.hk/en/main-table/A104.html.

Chen, H. H., Newland, L. A., Liang, Y.-C., Giger, J. T. (2015). Mother educational involvement as a mediator between beliefs, perceptions, attachment, and children’s school success in Taiwan. Journal of Family Studies, 22(1), 1–19. doi:10.1080/13229400.2015.1020985.CrossRef

Chen, J. J. L. (2005). Relation of academic spport from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131, 77–127. doi:10.3200/MONO.131.2.77-127.CrossRefPubMed

Chen, W. W., & Wong, Y. L. (2015). Chinese mindset: Theories of intelligence, goal orientation and academic achievement in Hong Kong students. Educational Psychology, 35, 714–725. doi:10.1080/01443410.2014.893559.CrossRef

Chong, A. H., & Liem, G. A. D. (2014). Self-related beliefs and their processes: Asian insights. Educational Psychology, 34, 529–537. doi:10.1080/01443410.2014.916034.CrossRef

Education Bureau (2014). Enhanced Chinese Learning and Teaching for Non-Chinese Speaking Students. Government of the Hong Kong Special Administrative Region Education Bureau. http://www.edb.gov.hk/attachment/en/student-parents/ncs-students/new/CM_2014%2006%2005_E.pdf.

Gao, L., & Watkins, D. A. (2001). The role of assessment in student learning: The views of Hong Kong and Swedish teachers. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 47–74). Hong Kong, SAR China: CERC/Melbourne, Australia: ACER.

Gordon, M. S., & Cui, M. (2012). The effect of school-specific parenting processes on academic achievement in adolescence and young adulthood. Family Relations, 61, 728–741. doi:10.1111/j.1741-3729.2012.00733.x.CrossRef

Gube, J. (2015). Can I still be myself around them here? Re-envisioning ethnic identity negotiation in multiethnic schools through a dialogic approach. Knowledge Cultures, 3, 131–152.

Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). New York, NY: Guilford Press.

Ho, I. T. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 99–114). Hong Kong, SAR China: CERC/Melbourne, Australia: ACER.

Ho, I. T., & Hau, K. T. (2010). Consequences of the Confucian culture: High achievement but negative psychological attributes? Learning and Individual Differences, 20, 571–573. doi:10.1016/j.lindif.2010.08.006.CrossRef

Huang, G. H. C., & Gove, M. (2015). Asian parenting styles and academic achievement: Views from Eastern and Western perspectives. Education, 135, 389–397.

Information Services Department (March, 2015). Hong Kong: The facts. Information Services Department, Hong Kong Special Administrative Region Government.

Jerrim, J. (2015). Why do East Asian children perform so well in PISA? An investigation of Western-born children of East Asian descent. Oxford Review of Education, 41, 310–333. doi:10.1080/03054985.2015.1028525.CrossRef

Joreskog, K. G. (1993). Testing structural equation models. In K. A. Bollen & S. J. Long (Eds.), Testing structural equation models (pp. 294–316). Newbury Park: SAGE Publications.

Jose, P. E., & Bellamy, M. A. (2012). Relationships of parents’ theories of intelligence with children’s persistence/learned helplessness: A cross-cultural comparison. Journal of Cross-Cultural Psychology, 43, 999–1018. doi:10.1177/0022022111421633.CrossRef

Kane, H. D., & Oakland, T. D. (2015). The differentiation of adaptive behaviours: Evidence from high and low performers. Educational Psychology, 35. doi:10.1080/01443410.2014.893558.

King, R. B., & Ganotice, F. A. (2015). Does family obligation matter for students’ motivation, engagement, and well-being?: It depends on your self-construal. Personality and Individual Differences, 86, 243–248. doi:10.1016/j.paid.2015.06.027.CrossRef

Kytala, M., & Lehto, J. E. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 23, 77–94.CrossRef

Linacre, J. M. (2012). Winsteps® [Computer Software] (Version 3.74.0). Beaverton, OR: Winsteps.com. http://www.winsteps.com/.

Luo, R., Tamis-LeMonda, C. S., Song, L. (2013). Chinese parents’ goals and practices in early childhood. Early Childhood Research Quarterly, 28, 843–857. doi:10.1016/j.ecresq.2013.08.001.CrossRef

Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77. doi:10.1348/000709910X503501.CrossRefPubMed

McCall, R. B., Beach, S. R., Lau, S. (2000). The nature and correlates of underachievement among elementary schoolchildren in Hong Kong. Child Development, 71(3), 785–801. doi:10.1111/1467-8624.00185.CrossRefPubMed

McInerney, D. M., Cheng, R. W. Y., Mok, M. M. C., Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23, 249–269. doi:10.1177/1932202x12451020.CrossRef

Mok, M. M. C. (2010). Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov. Learning and Individual Differences, 20, 564–566. doi:10.1016/j.lindif.2010.08.009.CrossRef

Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in Mathematics. Journal of Personality and Social Psychology, 111(5), 766–779. doi:10.1037/pspp0000079.

Myers, J. L., & Well, A. D. (1995). Research design and statistical analysis. Hillsdale, NJ: Lawrence Erlbaum Associates.

Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67, 130–159. doi:10.1037/a0026699.CrossRefPubMed

Pae, H. K., Greenberg, D., Morris, R. D. (2012). Construct validity and measurement invariance of the peabody picture vocabulary test-III Form A in the performance of struggling adult readers: Rasch Modeling. Language Assessment Quarterly, 9(2), 152–171. doi:10.1080/15434303.2011.613504.CrossRefPubMedPubMedCentral

Phillipson, S., Ku, K.Y.L., & Phillipson, S. N. (2013a). (eds.) Constructing educational achievement: A sociocultural perspective. London: Routledge.

Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross‐cultural comparison. Educational Psychology, 27, 329–348. doi:10.1080/01443410601104130.CrossRef

Phillipson, S., & Phillipson, S. N. (2010). The involvement of Hong Kong parents in the education of their children: A validation of the Parents’ Attributions and Perception Questionnaire. Educational Psychology, 30, 625–649. doi:10.1080/01443410.2010.496900.CrossRef

Phillipson, S., & Phillipson, S. N. (2012). Children’s cognitive ability and their academic achievement: The mediation effects of parental expectations. Asia Pacific Education Review, 13, 495–508. doi:10.1007/s12564-011-9198-1.CrossRef

Phillipson, S. N. (2008). The optimal achievement model and underachievement in Hong Kong: An application of the Rasch model. Psychology Science Quarterly, 50, 147–172.

Phillipson, S. N. (2013). Confucianism, learning self-concept and the development of exceptionality. In S. N. Phillipson, H. Stoeger & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the Actiotope model. Hoboken, N.J: Taylor & Francis.

Phillipson, S. N, Stoeger, H, Ziegler, A. (2013b). Exceptionality in East Asia: Explorations in the actiotope model of giftedness. New York: Routledge.

Phillipson, S. N., & Tse, A. K. O. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18, 173–190. doi:10.1080/13598130701709640.CrossRef

Priest, N., Walton, J., White, F., Kowal, E., Baker, A., Paradies, Y. (2014). Understanding the complexities of ethnic-racial socialization processes for both minority and majority groups: A 30-year systematic review. International Journal of Intercultural Relations, 43, 139–155. doi:10.1016/j.ijintrel.2014.08.003.CrossRef

Rasch, G. (1993). Probabilistic models for some intelligence and attainment tests (Reprint ed.). Chicago, ILL: MESA Press.

Raufelder, D., Sahabandu, D., Martínez, G. S., Escobar, V. (2015). The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement, belonging and helplessness in school. Educational Psychology, 35, 137–157. doi:10.1080/01443410.2013.849327.CrossRef

Shum, M., Gao, F., & Ki, W. W. (2015). School desegregation in Hong Kong: Non-Chinese linguistic minority students’ challenges to learning Chinese in mainstream schools. Asia Pacific Journal of Education, 1–12. doi:10.1080/02188791.2015.1005048.

Tang, S., & Davis-Kean, P. E. (2015). The association of punitive parenting practices and adolescent achievement. Journal of Family Psychology, 29(6), 873–883. doi:10.1037/fam0000137.

Taub, G. E., Keith, T. Z., Floyd, R. G., Mcgrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly, 23, 187–198.CrossRef

Way, N., Okazaki, S., Zhao, J., Kim, J. J., Chen, X., Yoshikawa, H., et al. (2013). Social and emotional parenting: Mothering in a changing Chinese society. Asian American Journal of Psychology, 4, 61–70. doi:10.1037/a0031204.CrossRef

Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 189–214. doi:10.1007/s10648-010-9121-z.CrossRef

Zhu, S., Tse, S., Cheung, S. H., Oyserman, D. (2014). Will I get there? Effects of parental support on children’s possible selves. British Journal of Educational Psychology, 84, 435–453. doi:10.1111/bjep.12044.CrossRefPubMed

Titel: Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept
Auteurs: Sivanes Phillipson
Shane N. Phillipson
Publicatiedatum: 15-07-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 12/2017
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-017-0836-z

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2017

Effect of Child Gender on the Bidirectional Relationships between Parental Monitoring and Delinquent Behavior

Different Mental Health-Related Symptoms, Different Decisions: A Survey of Pediatric Primary Care Providers

Emotional, Social and Cultural Experiences of Latino Children with ADHD Symptoms and their Families

Family Drawings before and after Treatment for Child Conduct Problems: Fluidity of Family Dysfunction

Parenting Assessed by Observation versus Parent-report: Moderation by Parent Distress and Family Socioeconomic Status

Children’s Post-Divorce Living Arrangements and School Engagement: Financial Resources, Parent–Child Relationship, Selectivity and Stress