Chinese Parenting Styles and Children's Self-Regulated Learning

2003 ◽  
Vol 18 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Juan Huang ◽  
Larry Prochner
Keyword(s):  
Parenting Styles ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Chinese Parenting

scholarly journals Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

2019 ◽  
Vol 16 (15) ◽  
pp. 2778 ◽  
Author(s):  
María C. Fuentes ◽  
Rafael García-Ros ◽  
Francisco Pérez-González ◽  
Dolores Sancerni
Keyword(s):  
Parenting Styles ◽  
Psychosocial Adjustment ◽  
Educational Level ◽  
Parenting Practices ◽  
School Adjustment ◽  
Academic Stress ◽  
Parental Socialization ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Participants

Research has repeatedly highlighted the important influence of parental socialization styles on children’s psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relationships between parenting styles and other relevant school adjustment criteria (self-regulated learning and academic stress) in adolescence. The study participants were 437 Spanish adolescents (44.7% men) from 12 to 18 years old (M = 14.55, SD = 1.80) who were enrolled in high school. A multivariate factorial design (parenting × sex × educational level) was used for each set of criteria. The results are consistent with previous research, showing that the indulgent style was related to better school adjustment during adolescence, evaluated through self-regulated learning and academic stress, thus increasing the available evidence about the influence of parenting styles in this setting. Additionally, this relationship remains invariant with regard to sex and the educational level of the participants in the study. Therefore, this study highlights the importance of parenting practices related to high acceptance/involvement for the adequate school adjustment of Spanish adolescents.

scholarly journals Influence of Positive Parenting Styles on Self-Regulated Learning in Chinese Adolescents Testing the Mediating Effects of Self-Esteem

2021 ◽  
Author(s):  
Wenbin Du ◽  
Mengyan Jian ◽  
Fengrui Hua ◽  
Shaojie Qi
Keyword(s):  
Parenting Styles ◽  
Self Esteem ◽  
Positive Parenting ◽  
Chinese Adolescents ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning ◽  
Two Factors ◽  
The Relationship

AbstractThe positive parenting styles and the self-esteem of the parents are two factors that affect Self-regulated learning (SRL). Moreover, the variable of self-esteem is influenced by the positive parenting styles. However, previous studies have investigated only the cross-sectional relationship between positive parenting styles and SRL and that between positive parenting styles and self-esteem. This study explored the relationship between positive parenting styles and self-regulated learning in Chinese adolescents and verified the mediating role of self-esteem in this relationship. The study used the panel data of 1180 1 adolescents (age, 10–15 years) from the 2014 China Family Panel Studies. The main variables were positive parenting styles, self-esteem, and SRL. The results showed that self-esteem plays a partial, but significant, mediating role in the relationship between parents’ positive parenting styles and adolescents’ SRL ability. This study emphasised that self-esteem is a variable that influences the SRL ability. The more active the parents are, the better the SRL ability of the adolescents is. Positive parenting styles have been proven to promote self-esteem development and can affect the SRL ability of adolescents.

scholarly journals Pengaruh Self Regulated Learning Dan Pola Asuh Orang Tua Terhadap Prokrastinasi Akademik Mahasiswa

2020 ◽  
Vol 5 (1) ◽  
pp. 55
Author(s):  
Chusnul Chotimah ◽  
Lukluk Nurmufida
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Regression Coefficient ◽  
Authoritative Parenting ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
Authoritative Parenting Style ◽  
Positive Effect

<p><em>Procrastination is a tendency to delay the completion of tasks by doing other activities that are not useful so that the task becomes obstructed, not completed on time, and often too late. These academic tasks include the task of writing papers, reading, studying exams, attending meetings (lectures), administrative duties, and overall academic performance. This study aims to determine the effect of self-regulated learning, parenting styles, and the enrollment years on the academic procrastination of the student of Faculty of Tarbiyah and Teaching Science IAIN Tulungagung. </em><em>This was an ex-post facto study employing the quantitative approach. The research population comprised students of the Faculty of Tarbiyah and Teaching Science IAIN Tulungagung, in the enrolment years of 2017-2018 with a total of 3,728 students. The sample was using the proportionate stratified random sampling technique. The data were collected through questionnaires, and documentation, they were analyzed by means of the multiple regression technique. </em><em>The results of the study at a significance level of 5% are as follows; There is a significant negative effect of the self-regulated learning on the academic procrastination indicated by a regression coefficient of -0.601 (p&lt;0.05). There is a significant negative effect of the authoritative parenting style on the academic procrastination, indicated by a regression coefficient of -4.082 (p&lt;0.05). The negative regression coefficient indicates that the academic procrastination due to the authoritative parenting style is lower than that due to the permissive parenting style. The study also shows that the student in the enrolment years of 2015 has a significant positive effect on the academic procrastination, indicated by a regression coefficient of 2.381 (p&lt;0.05). Meanwhile, the student in the enrolment years of 2012 indicates a significant positive effect on the academic procrastination with a regression coefficient of 2.112 (p&lt;0.05). And there is a significant effect of self-regulated learning, parenting styles, and enrolment years as an aggregate on the academic procrastination, indicated by a determination coefficient (R2) of 0.474 (p&lt;0.05).</em></p>

scholarly journals The Effect of Parenting Style, Self-Efficacy, and Self Regulated Learning on Adolescents’ Academic Achievement

2018 ◽  
Vol 3 (1) ◽  
pp. 28 ◽  
Author(s):  
Julia Theresya ◽  
Melly Latifah ◽  
Neti Hernawati
Keyword(s):  
Academic Achievement ◽  
Parenting Style ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Family Characteristics ◽  
Self Report ◽  
Authoritative Parenting ◽  
P Value ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>Academic achievement as one of learning outcome indicator in adolescents influenced by the self and family environment factors. This study was aimed to analyze the effect of child characteristics, family characteristics, parenting style perceived by adolescents, self-efficacy and self regulated learning on adolescents academic achievement. The study used self report method which involved 91 eighth grade students from two junior high schools in Bogor. Data analysis included descriptive analysis and inference analysis (correlation test and linier regression test). Result showed that majority of samples perceived their parent as authoritative (86.8%) followed by authoritarian (11.0%) and permissive (2.2%). The result also showed that majority of samples had medium level in self-efficacy and self regulated learning. More than a half of samples had under average level in academic achievement. Correlation results showed that there were significant and positive relationship between authoritarian parenting style with birth order, family size as well as gender. Self regulated learning were significantly and positively related with authoritative parenting style (r=0.257, p-value&lt;0.05) and self-efficacy (r=0.330, p-value&lt;0.01). Meanwhile, regression results showed a positive effect of academic achievement on father's education (β=0.315, p-value=0.006) and authoritative parenting styles (β=0.259, p-value=0.014), as well as negatively on gender (β=-0.267, p-value=0.014) and permissive parenting style (β=-0.203, p-value=0.039).</p>

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Sign in / Sign up

Export Citation Format

Share Document