Chinese Parenting Styles and Parental Involvement on Adolescents’ School Success
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Abstract
Academic burnout and engagement are important indicators of students’ school success.
Studies have revealed that parenting styles and parental involvement have significant
influences on students’ academic burnout and engagement. However, few studies have
explored the mechanism of how parenting styles and parental involvement impact
students’ academic burnout and engagement, especially among Chinese high school
students. This study examined whether parenting styles and parental involvement (based
on parental report) influenced high school students’ academic burnout and engagement
via perceived parental support (based on adolescent report). A total of 285 Chinese high
school students and their fathers and mothers participated in the current study. Results
indicated that paternal authoritative parenting negatively related to academic burnout, and
maternal authoritarian parenting positively related to academic burnout. Additionally, in
both paternal and maternal models, perceived parental support mediated the relations
between authoritative parenting and knowledge and skills involvement and students’
academic engagement. Moreover, the study also indicated that fathers and mothers may
influence boys’ and girls’ academic burnout and engagement differently. Parents and
schools can use the findings to increase high students’ academic engagement and
decrease students’ academic burnout.