Family is influential on students’ learning in many ways. Recently, Yang and Zhao (2020) examined parenting practices’ impacts on children’s academic performance using a large sample of middle school students in China.

The analysis was conducted using data from the China Education Panel Survey 2015, which was a nationally representative survey in China. The study sampled 9,920 students from 112 middle schools in China. The survey included questionnaires for the students, their parents, teachers, and the school. Moreover, students’ academic achievement was measured by their exam scores in Chinese, English, and mathematics provided by their respective school administration offices. The analysis examined the relationships between academic performance and parenting styles. The findings were as follows:

• The most dominant parenting styles of Chinese parents were authoritarian and neglectful.
• Authoritarian parenting style was conducive to academic performance.
• The effects of parenting styles were more salient among children from a disadvantaged background and when the effects were from the mother.

The authors concluded there were several implications for parents. For example, they suggested that parents should strengthen their daily parent-child communication and optimally increase their expectations for and requirements of children.

Source: Yang, J., & Zhao, X. (2020). Parenting styles and children’s academic performance: Evidence from middle schools in China. Children and Youth Services Review, 113, 105017. https://doi.org/10.1016/j.childyouth.2020.105017