Influence of Parental Expectations on Young Children’s Approaches to Learning

Abstract

This study explores the level of young children’s Approaches to Learning (ATL) in Shanxi, China, with a specific on the impact of parental expectations on ATL. 360 parents with preschool-aged children were enlisted for a comprehensive questionnaire survey. Applying descriptive statistics, inferential statistics, correlation, and regression analyses on the data gathered revealed that children's ATL was moderate, with noticeable variations based on gender and age. Importantly, parental expectations were positively correlated with children's ATL and remained a significant predictor even when accounting for age and gender, highlighting the strong relationship between parental expectations and early learning development.