Impact of Chinese parenting style on academic achievement: examining the mediating role of academic self-efficacy and academic motivation

Year: 2013

Author: Man, Lo, Leung, Man-Tak

Type of paper: Abstract refereed


It has been argued for a long time that parent-child interactions have long-lasting effect on students' academic achievement. Despite substantial researches have been conducted to explain this phenomenon, however, there are quite limited number of investigations carried out to uncover the complex relationships connecting parenting styles with academic achievement through the channels and functioning of academic self-efficacy and academic motivation. As such, the present study aims to investigate the effects of Chinese parenting style on student's academic achievement, with the mediating effects from academic self-efficacy and learning motivation. It also attempts to establish a structural model containing the variables of parenting styles (authoritative, authoritarian, training), academic motivation, academic self-efficacy and academic achievement. It is hypothesized that there are significant relationships among Chinese parenting styles, academic self-efficacy, academic motivation and academic achievement whereby Chinese parenting styles will significantly predict academic motivation as well as academic self-efficacy, and academic self-efficacy together with academic motivation subsequently predict academic achievement significantly. Convenient sample of 242 Hong Kong secondary and tertiary students were invited to participate. Three adapted and self-structured questionnaires on Chinese parenting styles, student academic self-efficacy and academic motivation were used and path analyses and structural equation modeling were utilized to test the hypotheses. Results indicated that: Firstly, authoritarian parenting style and training of Chinese parenting style impacts mostly on student academic achievement. Secondly, Chinese parenting style has more impact on academic achievement via academic motivation as mediator than just Chinese parenting style impacting on academic achievement. Thirdly, academic self-efficacy is better predictor for academic achievement than academic motivation under Chinese parenting context. Fourthly, academic self-efficacy serves as the mediator influencing academic motivation and then subsequently affecting student's academic achievement under the antecedent impacts from Chinese parenting styles. Nonetheless, the present study inspires implication to educators and policy makers to fully aware the importance of parenting education and the enhancement of students' academic self-efficacy for better academic achievement.