The Yin and Yang of Chinese Parenting: Parenting that Promotes Socialemotional and Academic Success in Chinese American Adolescents  

Oleh:

Liew, Jeffrey

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 128-135.
Topik: parenting; emotion regulation; academic achievement; adolescence; Chinese American
Fulltext: Hong Kong-Conference 12.pdf (633.13KB)

Isi artikel

In the United States and in various parts of the world, Chinese parents have often been characterized as overly strict and controlling. Although such views of Chinese parenting persist, the realities experienced by 21st century Chinese parents living in the United States may actually reflect a combination of traditional Chinese and Western ideologies and practices. This paper challenges the traditional and popular notion that, for Chinese parents, overly controlling or restrictive parenting is necessary for raising children to become academically successful young adults. In addition, this paper introduces a new concept: that guan (?) or safeguarding and jiào xun (??) or demandingness of excellence, when counterbalanced by autonomy support, could be conceptualized as the yin and yang in parenting. Results from a recent study (Liew et al., in press) are presented on Chinese American adolescents (N = 92; mean age = 16 years, SD = 1.4) with first-generation immigrant parents. Structural equation models were tested, and results support the hypothesis that emotion regulation and adaptive competencies are two mediating mechanisms through which parental autonomy support transmits influence on academic achievement. Furthermore, contrary to the popular belief that Chinese parents are overly strict and controlling, data indicates that the first generation immigrant parents in this study reported relatively low use of psychological control with their children (M = 2.20, with 2 = “once in a while”). This is consistent with my argument that these parents are allowing adolescents some degree of autonomy, but these parents are not uninvolved or permissive because their children are doing exceptionally well in school grades (M = 9.58, SD = 1.08 with A = 10 and A- = 9). Rather, these parents are likely balancing strictness-supervision with autonomy support that is similar to authoritative parenting. Thus, I propose that strictness-supervision (guan and jiào xun) counterbalanced by autonomy support could be viewed as the yin and yang in Chinese parenting, a combination that promotes children’s social-emotional and academic success (Liew et al., in press).

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