Abstract
Previous literature has focused on the overall influence of parental involvement on adolescents’ academic performance, while less attention has been accorded to the reciprocal relationships between different forms of parental involvement and academic performance across gender. The present study examined the reciprocal associations between different forms of parental involvement and adolescents’ academic performance using nationally representative data. A total of 9449 Chinese adolescents (47.82% girls, Mage = 13.21, SD = 0.65, 91.20% Han Ethnicity) have participated in the two-year and two-wave longitudinal study. Cross-lagged model results indicated reciprocal associations 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.
Original language | English |
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Number of pages | 14 |
Journal | Journal of Youth and Adolescence |
DOIs | |
Publication status | E-pub ahead of print - 26 Oct 2024 |
Scopus Subject Areas
- Education
- Developmental and Educational Psychology
- Social Psychology
- Social Sciences (miscellaneous)
User-Defined Keywords
- Academic performance
- China
- Early adolescence
- Gender
- Parental involvement
- Reciprocal relationship