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Parental influence on adolescent aca...

Li, Wenzhen.

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Parental influence on adolescent academic achievement in mainland China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parental influence on adolescent academic achievement in mainland China./
作者:	Li, Wenzhen.
面頁冊數:	118 p.
附註:	Source: Masters Abstracts International, Volume: 44-05, page: 2172.
Contained By:	Masters Abstracts International44-05.
標題:	Sociology, Individual and Family Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1433413
ISBN:	9780542601026

Parental influence on adolescent academic achievement in mainland China.
Li, Wenzhen.

Parental influence on adolescent academic achievement in mainland China. - 118 p.

Source: Masters Abstracts International, Volume: 44-05, page: 2172.

Thesis (M.S.)--University of Nevada, Reno, 2006.

From the Symbolic Interaction perspective, this study explored the influence of parental behaviors on academic achievement among 589 adolescents (224 males and 336 females) ranging in age from 12 to 19 years. Data was collected in Hangzhou, People's Republic of China. Academic achievement was operationalized by school grades. The predictor variables of interest consisted of adolescents' perceptions of their parents' behaviors (i.e., parental support, monitoring, induction, and involvement). Multiple regression analyses revealed that paternal support and monitoring were positive predictors of adolescent school grades, but maternal support and monitoring were not predictive of academic achievement. Parental induction and involvement were not found to predict adolescent school grades. Gender differences were found in school grades as well as in adolescents' perceptions of parental behaviors. Girls were found to report better grades and higher levels of maternal monitoring than boys.

ISBN: 9780542601026Subjects--Topical Terms:

626655
Sociology, Individual and Family Studies.

Parental influence on adolescent academic achievement in mainland China.
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520 $a From the Symbolic Interaction perspective, this study explored the influence of parental behaviors on academic achievement among 589 adolescents (224 males and 336 females) ranging in age from 12 to 19 years. Data was collected in Hangzhou, People's Republic of China. Academic achievement was operationalized by school grades. The predictor variables of interest consisted of adolescents' perceptions of their parents' behaviors (i.e., parental support, monitoring, induction, and involvement). Multiple regression analyses revealed that paternal support and monitoring were positive predictors of adolescent school grades, but maternal support and monitoring were not predictive of academic achievement. Parental induction and involvement were not found to predict adolescent school grades. Gender differences were found in school grades as well as in adolescents' perceptions of parental behaviors. Girls were found to report better grades and higher levels of maternal monitoring than boys.
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