The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index.
Parents’ Involvement in Children’s Learning in the United States and China: Implications for Children’s Academic and Emotional Adjustment
Open accessAbstract
This research examined parents’ involvement in children’s learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents’ involvement in their learning as well as their parents’ psychological control and autonomy support every 6 months until the end of 8th grade. Information on children’s academic and emotional adjustment was obtained. American (vs. Chinese) parents’ involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents’ heightened involvement predicted children’s enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China.
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Cites
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Cited by
Does Parental Involvement Matter for Student Achievement and Mental Health in High School?
Wang, M.-T., & Sheikh-Khalil, S. (2014) · Child Development · doi:10.1111/cdev.12153 · Cited by 587
Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016) · Developmental Psychopathology · doi:10.1002/9781119125556.devpsy109 · Cited by 299
Chen, B., Vansteenkiste, M., Beyers, W., Soenens, B., & Van Petegem, S. (2013) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022113480038 · Cited by 83
Crosnoe, R., & Benner, A. D. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy407 · Cited by 73
Metadata
- Authors
- Cheung, C. S.-S., & Pomerantz, E. M.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2011-05-01
- Volume
- 82
- Issue
- 3
- Pages
- 932-950
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1934306357
- Cited by
- 434
- References
- 98
- FWCI
- 51.81
- Type
- journal article
- Language
- en
- Open access
- green
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- Cheung, C. S.-S., & Pomerantz, E. M. (2011). Parents’ Involvement in Children’s Learning in the United States and China: Implications for Children’s Academic and Emotional Adjustment. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01582.x
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
