Parent Involvement, Student Engagement, and Academic Achievement Among Chinese Middle School Students

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Global Competency and Multicultural Learning (Table 9)

Abstract

This study investigates the impact of parental involvement on Chinese middle school students' academic achievement, emphasizing the mediational role of student engagement. Utilizing data from the China Education Panel Survey (2013-2015), we employed confirmatory factor analysis and structural equation modeling to explore these relationships. Findings indicate that parental expectations positively influence academic outcomes, while discipline, companionship, and communication exhibit negative direct effects but positive indirect effects through student engagement. These results underscore the importance of balanced parental involvement, highlighting the significant role of expectations and the complex dynamics between various involvement factors and academic performance. Policy implications include promoting supportive family environments and culturally tailored educational strategies to enhance student achievement.

Authors

• Cuirong Wu, University of Denver

• Duan Zhang, University of Denver