Gender Variations in the Reciprocal Relationships Between Parental Involvement and Academic Performance Among Chinese Adolescents

The present study examined the reciprocal associations between different forms of parental involvement and adolescents’ academic performance based on a nationally representative longitudinal sample of adolescents (N = 9,449, 47.82 % girls, Mage = 13.21, 91.20% Han Ethnicity). Cross-lagged model results indicated a reciprocal association between parent-reported involvement and academic performance. Autonomy-supportive parental involvement in Grade 7 was positively associated with better academic performance in Grade 8, while behavioral control was negatively associated with later academic performance. Parental socialization practices vary by adolescent’s gender. Compared with girls, boys experienced increased parental behavioral control in response to better academic performance. The findings reflect the persistence of stereotypical gender expectations and gender socialization in contemporary China. Implications of findings are discussed.