The Effect of Parent-Child Communication on Children’S Achievement in China:the Mediation Role of Motivation Belief (abstract only)  

Oleh:

Wu, Yifang ; Wei, Wei ; Luo, Liang

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 493-494.
Topik: Parent-child communication; intelligence; academic achievement; motivation belief
Fulltext: Hong Kong-Conference 81.pdf (313.56KB)

Isi artikel

A significant body of studies indicated that intelligence is a reliable predictor of academic achievement. In addition, parent-child communication in their academic development plays an important role in promoting children’s academic achievement. However, very few studies have examined the unique effect of parent-child communication on children’s achievement above children’s innate intelligence. This study investigated the influence of parent-child communication on children’s learning after controlling children’s intelligence using structural equation modeling. Furthermore, the current study also examined the mediation role of children’s motivation belief. Methods: The study is a part of an ongoing, large-scale research project of parental involvement among high-level elementary students (grade 4 to 6) in China. 813 parent-child dyad participated in the present study. Data of parent-child communication were obtained from both parents and children using a subscale of parental involvement scale (Wu et al., 2013). The subscale of parent-child communication contained 7 items asking parents\children to indicate how often they have conversed with their children\parents about learning-related topics and shared school experiences. Chinese version of the motivated strategies for learning questionnaire (Pintrich & DeGroot, 1990; Rao & Sachs, 1999) was employed to measure motivation belief of children. Children’s intelligence was accessed using Raven’s standard progressive matrices. Two term-end grades in math and reading exams of the current year were combined and used as an indicator of children’s academic achievement. Pearson correlation and structural equation modeling were conducted to investigate the effect of parent-child communication on children’s school performance. In structural equation modeling, IQ and mother’s education level, grade and siblings status were used as covariates. All analysis were conducted using SPSS and Amos 18. Results: Analysis of Pearson correlation demonstrated that, parent-child communication, motivation belief and academic achievement of children were significantly correlated, based on parents’ report and children’s report. The full model provided a good fit to the data (?2 /df =1.90, p<.001, CFI =.924, RMSEA =.038). The results of SEM indicated that, intelligence had a strong predictive value to academic achievement. Furthermore, the latent variable of parent-child communication predicted heightened motivation belief of children with children’s intelligence taken into account. In turn, children’s motivation belief predicted enhanced grades among children. The delta method indicated that the indirect pathway from parent-child communication to children’s motivation belief to their achievement was significant. Conclusion: In conclusion, parent-child communication has a unique effect on promoting children’s achievement through the motivation belief of children, after children’s intelligence is taken into account . Overall, the more parents communicate with children about schoolrelated topic and share their experience of school, the more children were motivated to do well in school, thereby contributed to children’s school achievement. These results suggest 494 that parent-child communication plays an vital role on facilitating children’s learning regardless of their intelligence, and the mechanism underlies this beneficial effect is through its influence on children’s motivation.

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