Date of Award
Doctor of Philosophy (PhD)
Human Development and Family Science
Developmental Psychology | Education
Chinese parents place a high value on their children’s academic excellence and have high career aspirations for their children. Family socioeconomic status (FSES) and family expectations on children’s future achievement play pivotal roles in children’s academic achievement. Using data from the 2014 China Family Panel Studies (CFPS) and structural equation modeling techniques, the pathways of association between FSES and children’s academic achievement through family expectations on children’s future achievement, parenting strategies, teacher–student relationship, and academic self-regulation were examined. The sample included 802 families with children between 10 and 13 years (46% girls and 58.4% children from rural areas). Higher family SES was positively associated with children’s academic achievement. Nurturant-involved parenting mediated the associations between FSES and children’s academic achievement, and teacher–student relationship mediated the pathway between family expectations on children’s future achievement and academic achievement. The association between family SES and children’s academic achievement was stronger for boys than girls and for families in urban areas than rural areas. The study findings suggest that clinical and policy endeavors should pay attention to the increasing gap between low- and high- SES families and target efforts toward parent education and improving teacher–student relationship.
Jin, Lei, "THE ASSOCIATIONS BETWEEN FAMILY SOCIOECONOMIC STATUS, FAMILY EXPECTATIONS, AND CHILD ACADEMIC ACHIEVEMENT VIA NURTURANT-INVOLVED PARENTING, TEACHER–STUDENT RELATIONSHIP, AND ACADEMIC SELF-REGULATION IN CHINESE FAMILIES" (2022). Dissertations - ALL. 1587.