共查询到20条相似文献，搜索用时 31 毫秒
1.
Parental involvement in children's schooling: Different meanings in different cultures 总被引：2，自引：0，他引：2
Three types of parent involvement—communicating, volunteering at school, and learning at home—were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American parents volunteered more in schools, while Chinese American parents focused more on systematic teaching of their children at home. Chinese American parents were more critical of typical primary school report cards without ABC grades. Parents’ home teaching methods showed stability over time, demonstrating that parents who used formal, structured methods at Time 1 continued to do two and four years later. 相似文献
2.
Ruth K. Chao 《Child development》2001,72(6):1832-1843
This study examined the effects of parent-adolescent relationships on school performance to provide a clearer understanding of why authoritative parenting does not have as beneficial effects for Asian Americans as it does for European Americans. Over 500 adolescents of Chinese- (148 first and 176 second generation) and European-descent (208 primarily third generation or more) families from seven different high schools completed measures of (1) parenting style, (2) parent-adolescent closeness (cohesion subscale from the Family Adaptability and Cohesion Environment Scales II and relationship satisfaction), and (3) school performance. Positive effects of both authoritative parenting and relationship closeness on school performance were found for European Americans and, to some extent, second-generation Chinese, but not first-generation Chinese. These effects were also stronger for European Americans than first-generation Chinese. Through examination of the mediating role of parent-adolescent relationships, this study also found that among European American families, the beneficial effects of authoritative parenting are explained through relationship closeness. 相似文献
3.
Carol S. Huntsinger Paul E. JoseDana Balsink Krieg Zupei Luo 《Early childhood research quarterly》2011,26(1):134
Parents and early childhood teachers in Chinese societies and the United States have had dissimilar views about appropriate art instruction for young children. The Chinese view is that creativity will emerge after children have been taught essential drawing skills. The American view has been that children's drawing skills emerge naturally and that directive teaching will stifle children's creativity. Forty second-generation Chinese American and 40 European American young children participated in this longitudinal study at ages 5, 7, and 9 to explore possible cultural differences in and antecedents of their drawing skills and creativity. Chinese American children's person drawings were more mature and creative and their parents reported more formal ways of fostering creativity as compared to their European American counterparts. Correlations showed that children who had more opportunities to draw and who received more guidance in drawing were more advanced in their drawing. For Chinese Americans, fathers’ personal art attitudes and children's Time 1 drawing skills predicted 53% of the variance in children's drawing scores four years later. 相似文献
4.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity. 相似文献
5.
《Journal of Education for Students Placed at Risk》2013,18(1-2):45-71
Drawing on Sociocultural and Bridging Multiple Worlds models, this article reports 2 longitudinal studies of peers as resources and challenges for students' school performance and future planning. Study 1 examined European American and Latino students' perceptions of peers' emotional support, academic guidance, and companionship from elementary to junior high school. In both school years, most students had at least 1 friend who provided each resource. Links between resources and grades were stronger in junior high than in elementary school. As predicted, students' perceptions of peers' overall encouragement or discouragement of school were linked to English and math grades. Study 2 examined peers as challenges and resources for youth in a community college academic outreach program. Participants saw peers as both challenges and resources in reaching career goals and as greater challenges than families. High school youth in 1 cohort saw peers as greater challenges than did younger youth. Reported peer challenges and resources were modestly related to math pathways. Taken together, the studies illustrate the significance of peers as both resources and challenges to adolescents as they navigate the crucial years that will determine their college eligibility and career options. 相似文献
6.
《Contemporary educational psychology》2001,26(3):348-365
This study focused on comparisons of American and Chinese students in conceptions of ability and achievement goals in physical education. Three hundred eight American students and 371 Chinese students in 4th, 8th, and 11th grades completed questionnaires assessing their conceptions of ability and achievement goals. Results indicated that for both American and Chinese students, as they progressed through the grades they tended to develop a differentiated conception of ability and to become more ego-oriented. Achievement goals were related to conceptions of ability. Cultural differences were found in the two variables. The findings offer additional empirical support to the view that goal theory is relevant to physical education settings and that achievement-related cognitions vary as a function of children's age and cultural background. 相似文献
7.
Tseng V 《Child development》2004,75(3):966-983
This study is an examination of family interdependence and its implications for academic adjustment among late adolescents and young adults in college (18 to 25 years). Survey data and university records were collected on 998 American youth with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. Results indicate that Asian Pacific Americans placed more importance on family interdependence than did European Americans. Across all panethnic groups, youth with immigrant parents placed greater emphasis on family interdependence than did youth with U.S.-born parents. The study distinguished between family interdependence attitudes and behaviors and found that they had counteracting influences on academic adjustment: Family obligation attitudes contributed to greater academic motivation among youth from immigrant as compared with U.S.-born families, but greater behavioral demands detracted from achievement. 相似文献
8.
This research examined the reciprocal pathways between youth's sense of responsibility to parents and disclosure to them during early adolescence in the United States and China. Four times over the seventh and eighth grades, 825 American and Chinese youth (Mage = 12.73 years) reported on their sense of responsibility to parents and disclosure of everyday activities to them. Autoregressive latent trajectory models revealed that the more youth felt responsible to parents, the more they subsequently disclosed to them in both the United States and China. The reverse was also true: The more youth disclosed to parents, the more responsible they felt to them over time. The strength of these reciprocal pathways increased as youth progressed through early adolescence. 相似文献
9.
Cognitive performance and academic achievement of Japanese, Chinese, and American children 总被引：3，自引：0，他引：3
H W Stevenson J W Stigler S Y Lee G W Lucker S Kitamura C C Hsu 《Child development》1985,56(3):718-734
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Samples consisted of 240 children in each grade in each culture. 2 major purposes of the study were to determine possible differences in cognitive abilities of Japanese, Chinese, and American children and to investigate the possible differential relation of scores on cognitive tasks to reading by children of the 3 cultures. Similarity was found among children of the 3 cultures in level, variability, and structure of cognitive abilities. Chinese children surpassed Japanese and American children in reading scores; both Chinese and Japanese children obtained higher scores in mathematics than the American children. Prediction of achievement scores from the cognitive tasks showed few differential effects among children of the 3 cultures. The results suggest that the high achievement of Chinese and Japanese children cannot be attributed to higher intellectual abilities, but must be related to their experiences at home and at school. 相似文献
10.
Kelly M. Tu Kim D. Gregson Stephen A. Erath Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176
Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment. 相似文献
11.
Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds 总被引：6，自引：0，他引：6
This study was designed to examine the attitudes toward family obligations among over 800 American tenth ( M age = 15.7 years) and twelfth ( M age = 17.7 years) grade students from Filipino, Chinese, Mexican, Central and South American, and European backgrounds. Asian and Latin American adolescents possessed stronger values and greater expectations regarding their duty to assist, respect, and support their families than their peers with European backgrounds. These differences tended to be large and were consistent across the youths' generation, gender, family composition, and socioeconomic background. Whereas an emphasis on family obligations tended to be associated with more positive family and peer relationships and academic motivation, adolescents who indicated the strongest endorsement of their obligations tended to receive school grades just as low as or even lower than those with the weakest endorsement. There was no evidence, however, that the ethnic variations in attitudes produced meaningful group differences in the adolescents' development. These findings suggest that even within a society that emphasizes adolescent autonomy and independence, youths from families with collectivistic traditions retain their parents' familistic values and that these values do not have a negative impact upon their development. 相似文献
12.
Economic stress, parenting, and child adjustment in Mexican American and European American families 总被引：1，自引：0，他引：1
Parke RD Coltrane S Duffy S Buriel R Dennis J Powers J French S Widaman KF 《Child development》2004,75(6):1632-1656
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted. 相似文献
13.
Sothy Eng Kirti Kanitkar Harrington H. Cleveland Richard Herbert Judith Fischer Jacquelyn D. Wiersma 《教育心理学》2008,28(5):535-550
The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed. 相似文献
14.
目的了解高职院校学生的应对方式、人格特征和心理症状的关系。方法采用应对方式问卷、EPQ、SCL-90对高职院校1300名学生进行测评。结果外向性与具有普遍适应意义的应对方式呈显著正相关,与一些适应不良的应对方式、心理症状水平呈显著负相关;神经质和精神质与适应不良的应对方式、心理症状水平呈显著正相关,与解决问题的应对方式呈显著负相关;具有普遍适应意义的应对方式与心理症状得分呈显著负相关,适应不良的应对方式与心理症状得分呈显著正相关。 相似文献
15.
This longitudinal study examined change in adolescents' daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1-week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades. Results showed that average emotional states became less positive across early adolescence, but that this downward change in average emotions ceased in grade 10. The results also showed greatest relative instability between youth in the early adolescent years--correlations over time were lower--with stability increasing in late adolescence. Lastly, the study found that adolescents' average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence. As a whole, the findings suggest that late adolescence is associated with a slowing of the emotional changes of early adolescence. 相似文献
16.
This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans. 相似文献
17.
Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N= 48) and African American (Study 2; N= 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans (racism condition), or otherwise identical lessons that omitted this information (control condition). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons. 相似文献
18.
19.
This study reports correlations between the High School Personality Questionnaire and various indices of school achievement and compares the validities with prior studies. Three achievement scores are utilized: a self-report of high-school grades, a parental report of high-school grades several years after the testing, and actual college grades several years after the testing. In all cases, the results were similar and substantial, and consonant with typical values from earlier, nonlongitudinal studies. 相似文献
20.
Akihiko Masuda Johanna W. Wendell Ying-Yi Chou Amanda B. Feinstein 《International journal for the advancement of counseling》2010,32(3):165-177
Research on Asian Americans and their psychological adjustment is limited. Consisting of two cross-sectional studies, the
present investigation examined the relationships among self-concealment, mindfulness, emotional distress in stressful interpersonal
situations, and general psychological ill-health in Asian American college students, and in comparison with European American
counterparts. In the Asian Americans, self-concealment was found to be positively related to general psychological ill-health
and negatively related to mindfulness. In both ethnic groups, mindfulness was found to be negatively related to general psychological
ill-health. Findings suggest that, as seen with European American counterparts, both self-concealment and mindfulness may
be important concepts in understanding the psychological adjustments of Asian American college students. 相似文献