Perceived parental pressure on academics: Implications for Chinese adolescents’ psychological adjustment
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AbstractBoth cultural analyses and anecdotes have highlighted parental pressure demanding children’s academic efforts and achievements as a hallmark of Chinese parenting, which surprisingly has not been much researched directly. In a study spanning 6 months (Time 1=Fall, Grade 7; Time 2=Spring, Grade 8), we examined perceived parental pressure on academics in relation to early adolescents’ psychological adjustment in urban (141 girls, 138 boys; mean age=12.87 years, SD=.45) vs. rural (110 girls, 175 boys; mean age=12.84, SD=.47) China. At both times, there was no difference in urban vs. rural adolescents’ perceived parental pressure (e.g., “My parents have high expectations and strict standards for my schoolwork”). Among both urban and rural adolescents, adjusting for initial functioning at Time 1, perceived parental pressure at Time 1 was predictive of poorer emotional adjustment (i.e., lower life satisfaction but greater depressive symptoms and anxiety) and poorer relationships with parents (i.e., lower trust but greater alienation), though greater investment in schoolwork (e.g., “It is very important for me to obtain good test scores”) and greater endorsement of utility of education (e.g., “Doing well academically is the best way for me to succeed in life”) at Time 2. The findings suggest that the apparently limited “benefit” of parental pressure in cultivating rather “extrinsic” value of academics may well be at the cost of Chinese adolescents’ emotional and relational well-being.
All Author(s) ListQian Wang, Meilin Guan, Yongjuan Li
Name of ConferenceThe 15th European Congress of Psychology
Start Date of Conference11/07/2017
End Date of Conference14/07/2017
Place of ConferenceAmsterdam
Country/Region of ConferenceNetherlands
LanguagesEnglish-United States

Last updated on 2018-22-06 at 15:35