The academic achievement and parent-child relationships of Chinese-American and European-American early adolescents.
Fuligni, Andrew John
1994
Abstract
The role of the cultural environment in children's transition to adolescence was examined in this study in two ways. First, the academic achievement and parent-child relationships of Chinese-American children during early adolescence were compared with those of European-American children. Second, children's beliefs about learning and development were explored as possible explanations for observed ethnic differences and similarities. Questionnaires were administered to 213 sixth- and eighth-grade students who lived in an ethnically diverse community in the San Francisco Bay area. Students answered questions about their academic motivation, parent-child relationships, and their beliefs about learning and development. In addition, students' class grades and standardized test scores were obtained from their official school records. Results indicated ethnic variations in the levels of and grade differences in academic achievement during early adolescence. Parent-child relationships, however, appeared to be quite similar for the two groups. Findings also supported the importance of the cultural environment in children's development during early adolescence: to the extent that the two groups varied in their academic achievement and relationships with their parents, they also differed in their beliefs about learning and development.Subjects
Academic Achievement Adolescents American Child Chinese Americans Early European Americans Parent Relationships
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