Parental influence on Chinese students' achievement: a social capital perspective

Abstract

This paper examines how social capital formed by effective parental practices within Chinese families influences student achievement. Survey responses from 266 students from Grades 4 to 6 in a suburban elementary school in China were analysed to identify their perceptions of parental practices (support, pressure, help, monitoring and communication) at home. Coleman's concept of social capital serves as a framework to examine specific Chinese parental practices to influence their children's achievement. Results of multiple regression analyses indicated that parent-child communication was the most important factor in promoting student learning, whereas high level of parental help was not viewed as a useful resource for increasing achievement. The findings supported Coleman's assertion about the role of social capital in generating human capital for the next generation. This paper offers evidence that social capital is useful in examining parental practices associated with student achievement in China.

Keywords:

• social capital
• parental practices
• student achievement
• Chinese families
• elementary school

Acknowledgements

This study would not be possible without the generous support and assistance provided by Ms. Cuiping Ruan in the process of data collection. Also, my sincere gratitude is extended to this paper's reviewers and editors who gave me valuable comments and suggestions on improving its quality.