Advanced search
Publication Cover
Genetic, Social, and General Psychology Monographs Volume 131, 2005 - Issue 2
Journal homepage
1,909
Views
149
CrossRef citations to date
0
Altmetric
Original Article

Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement: The Mediating Role of Academic Engagement

Jennifer Jun-Li Chen Kean University
Pages 77-127 | Published online: 19 Aug 2010

  • Anderson, E. S., & Keith, T. Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. The Journal of Educational Research, 90, 259-268.
  • Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 243-277). Mahwah, NJ: Erlbaum.
  • Au, T. K.-F., & Harackiewicz, J. M. (1986). The effects of perceived parental expectations on Chinese children's mathematics performance. Merrill-Palmer Quarterly, 32, 383-392.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator—mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
  • Berndt, T. J. (1999). Friends' influence on children's adjustment to school. Relationships as developmental contexts: The Minnesota symposia on child psychology (Vol. 30, pp. 85-108). Mahwah, NJ: Erlbaum.
  • Berndt, T. J., & Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Development, 66, 1312-1329.
  • Berndt, T. J., Laychak, A. E., & Park, K. (1990). Friends' influence on adolescents' academic achievement motivation: An experimental study. Journal of Educational Psychology, 82, 664-670.
  • Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In J. Juvonen, & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 199-225). Cambridge, UK: Cambridge University Press.
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
  • Bond, M. H. (1991). Beyond the Chinese face: Insights from psychology. Oxford, UK: Oxford University Press.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Bronfenbrenner, U., & Crouter, A. C. (1983). The evolution of environmental models in developmental research. In P. H. Mussen (Ed.), Handbook of child psychology: Vol. 1. History, theory, and methods (pp. 357-414). New York: Wiley.
  • Brown, B. B. (1990). Peer groups and peer cultures. In S. S. Feldman, & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 171-196). Cambridge, MA: Harvard University Press.
  • Carter, R. S., & Wojtkiewicz, R. A. (2000). Parental involvement with adolescents' education: Do daughters or sons get more help? Adolescence, 35(137), 29-44.
  • Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119.
  • Chao, R. K., & Sue, S. (1996). Chinese parental influence and their children's school success: A paradox in the literature on parenting styles. In S. Lau (Ed.), Growing up the Chinese way: Chinese child and adolescent development (pp. 93-120). Hong Kong: The Chinese University Hong Kong Press.
  • Chen, C., & Uttal, D. H. (1988). Cultural values, parents' beliefs, and children's achievement in the United States and China. Human Development, 31, 351-358.
  • Cheung, Y. W. (1997). Family, school, peer, and media predictors of adolescent deviant behavior in Hong Kong. Journal of Youth and Adolescence, 26, 569-596.
  • Choi, S. Y. (2000). The occupational attainments of the five major dialect groups in Hong Kong. Shatin, New Territories, Hong Kong: The Chinese University of Hong Kong, Hong Kong Institute of Asia—Pacific Studies.
  • Christenson, S., L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7, 178-206.
  • Crouter, A. C., MacDermid, S. M., McHale, S. M., & Perry-Jenkins, M. (1990). Parental monitoring and perceptions of children's school performance and conduct in dual- and single-earner families. Developmental Psychology, 26, 649-657.
  • Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349-354.
  • Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
  • Durbin, D. L., Darling, N., Steinberg, L., & Brown, B. B. (1993). Parenting style and peer group membership among European—American adolescents. Journal of Research on Adolescence, 3, 87-100.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
  • Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of Social Issues, 46, 183-201.
  • Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. Elementary School Journal, 93, 553-574.
  • Entwisle, D. R. (1990). School and the adolescent. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 197-224). Cambridge, MA: Harvard University Press.
  • Epstein, J. L. (1983). The influence of friends on achievement and affective outcomes. In J. L. Epstein & N. Karweit (Eds.), Friends in school: Patterns of selection and influence in secondary schools (pp. 177-200). New York: Academic Press.
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
  • Erikson, E. H. (1968). Identity, youth, and crisis (1st ed.). New York: Norton.
  • Feldman, S. S., & Rosenthal, D. (1991). Age expectations of behavioral autonomy in Hong Kong, Australian, and American youth: The influence of family variables and adolescents' values. International Journal of Psychology, 26, 1-23.
  • Feldman, S. S., & Wentzel, K. R. (1990). Relations among family interaction patterns, classroom self-restraint, and academic achievement in preadolescent boys. Journal of Educational Psychology, 82, 813-819.
  • Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior. Child Development, 68, 351-363.
  • Fuligni, A. J., & Eccles, J. S. (1993). Perceived parent-child relationships and early adolescents' engagement toward peers. Developmental Psychology, 29, 622-632.
  • Fuligni, A. J., Eccles, J. S., Barber, B. L., & Clements, P. (2001). Early adolescent peer engagement and adjustment during high school. Developmental Psychology, 37, 28-36.
  • Fuligni, A. J., Tseng, V., & Lam, M. (1999). Attitudes toward family obligations among American adolescents with Asian, Latin American, and European backgrounds. Child Development, 70, 1030-1044.
  • Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63, 103-115.
  • Gonzalez-Pienda, J. A., Nunez, J. C., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement. The Journal of Experimental Education, 70, 257-287.
  • Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113.
  • Greenberger, E., Chen, C., Beam, M., Whang, S. M., & Dong, Q. (2000). The perceived social contexts of adolescents' misconduct: A comparative study of youths in three cultures. Journal of Research on Adolescence, 10, 365-388.
  • Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405-427.
  • Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivation mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
  • Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
  • Hau, K.-T., & Salili, F. (1996). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior & Human Decision Processes, 65, 83-94.
  • Hess, R. D., Chang, C., & McDevitt, T. M. (1987). Cultural variations in family beliefs about children's performance in mathematics: Comparisons among People's Republic of China, Chinese-Americans, and Caucasian-American families. Journal of Educational Psychology, 79, 179-188.
  • Hong, E., & Lee, K.-H. (2000). Preferred homework style and homework environment in high- versus low-achieving Chinese students. Educational Psychology, 20, 125-137.
  • Hong Kong Census and Statistics Department. (2003). Statistics on Labour Force, Unemployment and Underemployment. Hong Kong: Author.
  • Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97, 310-331.
  • Jimerson, S., Egeland, B., & Teo, A. (1999). A longitudinal study of achievement trajectories: Factors associated with change. Journal of Educational Psychology, 91, 116-126.
  • Johnson, D. W., Johnson, R. T., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114, 135-142.
  • Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119, 405-411.
  • Joreskog, K., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Erlbaum.
  • Joreskog, K., & Sorbom, D. (1996). LISREL 8: User's reference guide. Hillsdale, NJ: Erlbaum.
  • Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage.
  • Keith, T. Z. (1991). Parent involvement and achievement in high school. In S. B. Silvern (Ed.), Advances in reading/language research: Literacy through family, community, and school interaction, Vol. 5, (pp. 125-142). Greenwich, CT: JAI Press.
  • Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36, 335-363.
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford.
  • Lam, S. F. (1997). How the family influences children's academic achievement. New York: Garland.
  • Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
  • Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85.
  • Leung, K, Lau, S., & Lam, W.-L. (1998). Parenting styles and academic achievement: A cross-cultural study. Merrill-Palmer Quarterly, 44, 157-172.
  • Luster, T., & McAdoo, H. P. (1994). Factors related to the achievement and adjustment of young African American children. Child Development, 65, 1080-1094.
  • Ma, H. K., Shek, D. T. L., Cheung, P. C., & Lam, C. O. B. (2000). Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents. The Journal of Genetic Psychology, 161, 65-78.
  • Ma, H. K., Shek, D. T. L., Cheung, P. C., & Lee, R. Y. P. (1996). The relation of prosocial and antisocial behavior to personality and peer relationships of Hong Kong Chinese adolescents. The Journal of Genetic Psychology, 157, 255-266.
  • Man, P. (1991). The influence of peers and parents on youth life satisfaction in Hong Kong. Social Indicators Researcher, 24, 347-365.
  • Marjoribanks, K., & Kwok, Y. (1998). Perceptions of family capital: Influence of sibling background. Perceptual & Motor Skills, 87, 29-30.
  • Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
  • Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self-regulation. The Journal of Experimental Education, 64, 213-227.
  • Masten, A. S., Coatsworth, J. D., Neemann, J., Gest, S. D., Tellegen, A., & Garmezy, N. (1995). The structure and coherence of competence from childhood through adolescence. Child Development, 66, 1635-1659.
  • McBride-Chang, C., & Chang, L. (1998). Adolescent-parent relations in Hong Kong: Parenting styles, emotional autonomy, and school achievement. The Journal of Genetic Psychology, 159, 421-436.
  • McClelland, G. (1991). Attainment targets and related targets in schools. In N. B. Crawford & E. K. P. Hui (Eds.), The curriculum and behavior problems in Hong Kong: A response to the education commission report No. 4 (pp. 147-154). Hong Kong: The University of Education, Faculty of Education.
  • McNeal, R. B., Jr. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78, 117-144.
  • Milne, A. M., Meyers, D. E., Rosenthal, A. S., & Ginsburg, A. (1986). Single parents, working mothers, and the educational achievement of school children. Sociology of Education, 59, 125-139.
  • Muller, C. (1998). Gender differences in parental involvement and adolescents' mathematics achievement. Sociology of Education, 71, 336-356.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw Hill.
  • Okpala, C. O., Okpala, A. O., & Smith, F. E. (2001). Parental involvement, instructional expenditures, family socioeconomic attributes, and student achievement. The Journal of Educational Research, 95, 110-115.
  • Okpala, C. O., Smith, F., Jones, E., & Ellis, R. (2000). A clear link between school and teacher characteristics, student demographics, and student achievement. Education, 120, 487-494.
  • Orr, A. J. (2003). Black-White differences in achievement: The importance of wealth. Sociology of Education, 76, 281-304.
  • Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329-335.
  • Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
  • Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186.
  • Rao, N., Moely B. E., & Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316.
  • Ricard, R. J., Miller, G. A., & Heffer, R. W. (1995). Developmental trends in the relation between adjustment and academic achievement for elementary school children in mixed-age classrooms. School Psychology Review, 24, 258-270.
  • Rubin, K. H., Chen, X., McDougall, P., Bowker, A., & McKinnon, J. (1995). The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development & Psychopathology, 7, 751-764.
  • Sacker, A., Schoon, I., & Bartley, M. (2002). Social inequality in educational achievement and psychological adjustment throughout childhood: Magnitude and mechanisms. Social Science and Medicine, 55, 863-880.
  • Salili, F., & Lai, M. K. (2003). Learning and motivation of Chinese students in Hong Kong: A longitudinal study of contextual influences on students' achievement engagement and performance. Psychology in the Schools, 40, 51-70.
  • Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology and Education Quarterly, 21, 358-377.
  • Schunk, D. H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174.
  • Shek, D. T. L. (1989). Perceptions of parental treatment styles and psychological well-being in Chinese adolescents. The Journal of Genetic Psychology, 150, 403-415.
  • Shek, D. T. L. (1998). A longitudinal study of Hong Kong adolescents' and parents' perceptions of family functioning and well-being. The Journal of Genetic Psychology, 159, 389-403.
  • Shek, D. T. L., Chan, L. K., & Lee, T. Y. (1997). Parenting styles, parent-adolescent conflict and psychological well-being of adolescents with low academic achievement in Hong Kong. International Journal of Adolescent Medicine & Health, 9, 233-247.
  • Shek, D. T. L., Lee, T. Y., & Chan, L. K. (1998). Perceptions of parenting styles and parent-adolescent conflict in adolescents with low academic achievement in Hong Kong. Social Behavior and Personality, 26, 89-98.
  • Singh, K., Bickley, P. G., Keith, T. Z., Keith, P. B., Trivette, P., & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NELS-88 data. School Psychology Review, 24, 299-317.
  • Siu, S.-F. (1994). Taking no chances: A profile of a Chinese-American family's support for school success. Equity and Choice, 10(2), 23-32.
  • Steinberg, L., & Brown, B. (1989, March). Beyond the classroom: Family and peer influences on high school achievement. Paper presented to the Families as Educators special interest group at the annual meetings of the American Educational Research Association, San Francisco.
  • Steinberg, L., Darling, N. E., Fletcher, A. C., Brown, B. B., & Dornbusch, S. M. (1995). Authoritative parenting and adolescent adjustment: An ecological journey. In P. Moen, G. H. Elder, Jr., & K. Luscher (Eds.), Examining lives in context (pp. 423-466). Washington, DC: American Psychological Association.
  • Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
  • Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child's school performance. Child Development, 58, 1348-1357.
  • Stevenson, H. W., Chen, C., & Lee, S. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259(5091), 53-58.
  • Stevenson, H. W., & Lee, S. (with Chen, C., Stigler, J. W., Hsu, C., & Kitamura, S.). (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55, (Serial No. 221).
  • Stipek, D. J., & Hoffman, J. M. (1980). Children's achievement-related expectancies as a function of academic performance histories and sex. Journal of Educational Psychology, 72, 861-865.
  • Sui-Chu, E. H., & Williams, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, 126-141.
  • Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: Norton.
  • Teachman, J. D., Paasch, K., & Carver, K. (1996). Social capital and dropping out of school early. Journal of Marriage & the Family, 58, 773-783.
  • U.S. Department of Homeland Security. (2004). Yearbook of immigration statistics. Washington, DC: Office of Immigration Statistics.
  • U.S. Department of Labor, Bureau of Labor Statistics. (2005). Annual averages. (Household Data). Washington, DC: Author.
  • Weiner, B. (1990). Searching for the roots of applied attribution theory. In S. Graham & V. Folkes (Eds.), Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 1-12). Hillsdale, NJ: Erlbaum.
  • Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357-364.
  • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411-419.
  • Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
  • Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
  • Wentzel, K. R., Weinberger, D. A., Ford, M. E., & Feldman, S. S. (1990). Academic achievement in preadolescence: The role of motivational, affective, and self-regulatory processes. Journal of Applied Developmental Psychology, 11, 179-193.
  • Wong, D. S. W. (2001). Pathways to delinquency in Hong Kong and Guangzhou (South China). International Journal of Adolescence and Youth (Special issue: Violent Youth), 10, 91-115.
  • Wood, W. D., & Baker, J. A. (1999). Preferences for parent education programs among low socioeconomic status, culturally diverse parents. Psychology in Schools, 36, 239-247.
  • Yao, E. L. (1985). A comparison of family characteristics of Asian American and Anglo-American high achievers. International Journal of Comparative Sociology, 26, 198-207.
  • Youniss, J. (1980). Parents and peers in social development: A Sullivan-Piaget perspective. Chicago: University of Chicago Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.