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Parental psychological control and academic functioning in Chinese high school students: A short-term longitudinal
Xinpei Xu1, David Yun Dai2, Ming Liu3
1Shanghai Key Laboratory of Brain Functional Genomics, Shanghai Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
The British Journal of Developmental Psychology
|September 27, 2019
Summary
Parental psychological control negatively impacts students' academic functioning, while adaptive functioning can reduce controlling behaviors. This dynamic highlights cultural shifts in China regarding adolescent autonomy.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Cross-Cultural Psychology
Background:
- Parental psychological control is detrimental to academic learning in Western contexts.
- Limited understanding exists regarding parental psychological control and academic functioning in Eastern societies like China.
Purpose of the Study:
- To investigate the reciprocal relationship between parental psychological control and students' academic functioning in urban China.
- To explore gender differences and urbanization effects on this relationship.
Main Methods:
- Longitudinal study with 731 Chinese high school students (grade 10).
- Two waves of data collection over one year.
- Student self-reports on parental psychological control, academic beliefs, strategies, and behaviors.
Main Results:
- Parental psychological control at Time 1 predicted increased maladaptive academic functioning at Time 2.
- Adaptive academic functioning at Time 1 predicted decreased parental psychological control at Time 2.
- These relationships were consistent across genders, with higher urbanization linked to perceived parental control.
Conclusions:
- A dynamic, reciprocal interplay exists between parental psychological control and student academic functioning.
- Cultural norms in urban China may be evolving, with increased emphasis on adolescent autonomy.
- Findings suggest implications for parenting practices and educational support in Chinese cultural contexts.
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