Relations Between Academic Adjustment and Parental Psychological Control of Academically Gifted Chinese American and European American Students

Tzu-Fen Chang () and Desiree B. Qin
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Tzu-Fen Chang: Central Michigan University
Desiree B. Qin: Michigan State University

Child Indicators Research, 2017, vol. 10, issue 3, No 7, 715-734

Abstract: Abstract Most studies on parenting and adolescent development address the effect of parenting on adolescent outcomes. Little research has examined how adolescent outcomes may influence parenting. Drawing on longitudinal data over a two-year period (ninth to tenth grade), this study examines the reciprocal relations between parenting and adolescent outcomes—specifically, between parental psychological control and adolescent academic adjustment. The participants were 339 academically gifted high school students from Chinese American and European American families. Our findings suggest that the reciprocal relationship between psychological control and academic adjustment is similar for academically gifted Chinese and European American students. Regarding the child’s effect, low levels of earlier academic efficacy predicted later psychological control for both groups. Contrary to our hypothesis, we did not find parental effects for either group, suggesting that psychological control does not bring about negative academic adjustment outcomes for either ethnicity. Implications and directions for future research are also discussed.

Keywords: Cross-cultural study; Parenting; Academic adjustment; Chinese Americans; Psychological control (search for similar items in EconPapers)
Date: 2017
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DOI: 10.1007/s12187-016-9403-1

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