The Relationship Between Parental Involvement and Elementary Students’ Academic Achievement in China: One-Only Children vs. Children with Siblings

Author:

Wei Wei1,Wu Yifang2,Lv Bo3,Zhou Huan4,Han Xiuhua5,Liu Zhaomin6,Luo Liang7

Affiliation:

1. National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, Beijing, P. R. China, 100875; and Department of Psychology, Pennsylvania State University, 201 Old Main, University Park, Pennsylvania, 16802 USA .

2. School of Education, ZhouKou Normal University Science, East Wenchang Street, Chuanhui District, Zhoukou City, 466001 China ().

3. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, Beijing, P. R., 100875, China ()

4. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, Beijing, 100875 P. R. China ().

5. Liaocheng People’s Hospital, Room 67, Dongchang Road (West), Liaocheng City, Shandong Prov, 252000 P. R. China ().

6. Correspondence Author: School of Sociology, China University of Political Science and Law, 25 Xitucheng Lu, Haidian District, Beijing, P. R. 100088 China ().

7. Correspondence Author: Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. 100875 China ().

Abstract

One-only children have long been a research concern and previous studies have consistently found that one-only children posed academic advantages. However, we know very little about why one-only children scored higher in school examinations than their peers with siblings. Parental involvement might be the reason underlies this difference. This study compares the relationship between parental involvement and students’ academic achievement in families with only one child and families with more than one child in China. The results indicate that parents with only one child are more involved in their children’s learning compared with their counterparts with more than one child. The findings also suggest that parent-child communication and parent-child activities can positively predict one-only children’s academic performance, whereas parent-school contact negatively predicts non-only children’s academic performance. These findings highlight the complexity and importance of parental involvement in academic achievement and presents implications for future practice.

Publisher

University of Toronto Press Inc. (UTPress)

Subject

Sociology and Political Science,Anthropology,Social Psychology

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