Developmental Trajectories in Mathematical Performance Among Chinese Adolescents: The Role of Multidimensional Parental Involvement (Poster 17)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

This study investigated the 8-year trajectory of mathematical performance (from primary to tertiary education) among a nationally representative adolescent sample in China (N = 645; 50.39% girls), and its associations with five forms of parental involvement. Latent growth curve modelling showed upward linear growth in mathematics performance. Among five forms of parental involvement, parental educational expectation was found as the most powerful predictor. Gender differences were also found in the family-education nexus. Namely, while girls’ mathematical development was negatively associated with parental homework supervision, boys’ mathematical development was positively associated with parental expectations. This study highlights the varied impacts of parental involvement on schooling at different developmental stages, and has important implications for optimizing parenting and schooling.

Authors

• Ziyu Wang, Renmin University of China

• Xin Tang, Shanghai Jiao Tong University