The Influence of Parenting on Children's Academic Achievement: Comparison Between the United States and Japan
Year: 2011
Type: dissertation
Study design: Observational Study
Abstract: ABSTRACT \nTHE INFLUENCE OF PARENTING ON CHILDREN???S ACADEMIC \nACHIEVEMENT: COMPARISON BETWEEN THE \nUNITED STATES AND JAPAN \nby \nAkiko Watabe \nMaster of Arts in Psychology \nPsychological Science Option \nCalifornia State University, Chico \nSpring 2011 \nThis study examined the influence of parenting on academic achievement \namong elementary school children in the United States and Japan based on Baumrind???s \nparenting typology. The applicability of Baumrind???s parenting typology to Japanese \nchildren???s academic outcomes is not clarified yet. Previous works have shown that \nauthoritative parenting tends to yield positive academic outcomes for Western children. \nConversely, Asian children are likely to attain better academic goals with authoritarian \nparenting. These two parenting styles have been revealed as typical parenting models in \nboth Western culture and Asian culture. However, in modern times, the characteristic \nparenting style that belongs to each culture may be changed by a new generation of \nparents. Thus, it was hypothesized that (a) authoritarian parenting will be associated with \nhigher academic achievement among modern American children, and (b) authoritative \nparenting will be associated with higher academic achievement for modern Japanese \nchildren. Two hundred and eight students from an American elementary school and 312 \nstudents from a Japanese elementary school completed each measure of achievement goal \norientations and parental attitudes toward them. After the data was collected, bivariate \ncorrelations, a one-way multivariate analysis of variance, and a two-way factorial \nanalysis of variance were utilized to analyze the data. Support was found for the \nhypothesis that American children acquire the benefit of academic achievement with \nauthoritarian parenting style today. There was no support for the hypothesis that \ncontemporary Japanese children obtain higher academic achievement with authoritative \nparenting style.
Author: Akiko Watabe
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2230541675