Explanation of Academic Achievement of Asian American Students
Abstract
Asian American students generally have higher academic achievement than other minority students. One possible explanation is that they are more likely to experience certain home environments and educational activities that are conducive to learning. This hypothesis was examined in this study. Data were drawn from the base-year survey of the National Education Longitudinal Study of 1988 (NELS:88). The findings indicated that Asian American students were more likely to live in an intact two-parent family, to spend more time doing homework, and to attend more lessons outside of school. Also, Asian American parents had higher educational expectations for their children, although they did not directly help their children in schoolwork more than other parents. Furthermore, the differences in home environments and educational activities accounted for a large part of the difference in achievement between Asian American and other minority students.
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These results extend the cultural basis underlying reports of higher levels of perfectionism among Asian American college students relative to their non-Asian peers.
“These results extend the cultural basis underlying reports of higher levels of perfectionism among Asian American college students relative to their non-Asian peers (Peng & Wright, 1994).”
From Maladaptive Perfectionism, Disguised Distress, and Help Seeking in the Culture of 'Saving Face': Links to Anxiety and Depressive Symptoms among Asian Youth (2019) · cites this paper as Peng & Wright, 1994
Previous research findings have indicated elevated rates of perfectionism in Asian populations.
“Previous research findings have indicated elevated rates of perfectionism in Asian populations (Peng & Wright, 1994)”
From Maladaptive Perfectionism, Disguised Distress, and Help Seeking in the Culture of 'Saving Face': Links to Anxiety and Depressive Symptoms among Asian Youth (2019) · cites this paper as Peng & Wright, 1994
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- Authors
- Peng, S. S., & Wright, D.
- Affiliations
- United States Department of Education (US)
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 1994-07-01
- Volume
- 87
- Issue
- 6
- Pages
- 346-352
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W2080363406
- Cited by
- 278
- References
- 0
- Citations by year
- 2025: 5 · 2024: 1 · 2023: 4 · 2022: 10 · 2021: 6 · 2020: 9 · 2019: 19 · 2018: 16 · 2017: 11 · 2016: 7 · 2015: 13 · 2014: 14 · 2013: 19 · 2012: 13
- FWCI
- 4.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- Asian American students, academic performance, family environment, parental educational expectations, homework time, extracurricular classes, two-parent families, minority students, National Education Longitudinal Study of 1988
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