Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (3): 366-379.doi: 10.16187/j.cnki.issn1001-4918.2022.03.08

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A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement

XIE Yuntian1,2, SHI Zifu1, YIN Lin1, LAN Luo1   

  1. 1. Cognition and Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081;
    2. Department of Applied Psychology, Changsha Normal University, Changsha 410100
  • Published:2022-05-17

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Abstract: The present study aims to explore the relationships between Chinese parenting styles and children’s academic achievement using a meta-analysis. Through filtrating literature, 54 studies that conformed to the standard of the meta-analysis were involved in the analysis (793 independent effect sizes, n=24630). The results showed positive parenting styles (i.e. emotional warmth and understanding) was significantly positively correlated to children’s academic achievement and negative parenting styles (i.e. punishment and sternness, excessive interference and protection, preference, rejection and denial) were significantly negatively correlated to children’s academic achievement. In addition, the relationship between excessive interference and protection and children’s academic achievement was moderated by parental roles. Excluding excessive intervention and protection, the relationships between other parenting styles and children’s academic achievement were moderated by age groups. The relationship between preference and children’s academic achievement was moderated by discipline. The relationships between two parenting styles (i.e. emotional warmth and understanding, excessive interference and protection) and children’s academic achievement were moderated by generational cohort. To conclude, the results indicate that Chinese parenting styles were correlated with children’s academic achievement, and the relationships were moderated by parental roles, age groups, discipline and generational cohort.

Key words: parenting style, academic achievement, meta-analysis, Chinese culture

CLC Number: 

  • G442
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