Cultural variability in parent and child achievement attributions: A study from Hong Kong

Cultural variability in parent and child achievement attributions: A study from Hong Kong

• Phillipson, Sivanes University of New England, Australia, and Hong Kong Institute of Education

Educational Psychology, 26(5), 625-642, 2006

Routledge

2006

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• A 人的成長與發展
  • AE 社會經濟差異、文化差異、階級和家庭背景

Attribution Theory Academic Achievement Public Schools Demography Parent Child Relationship Socioeconomic Background Statistical Analysis Regression (Statistics) Cross Cultural Studies Elementary Education

• Hong Kong

• 1997.7 onwards

• 小學教育

The primary aim of the present study was to investigate whether variations exist in child and parent attributions in predicting child academic achievement within a culture and between cultures. Participants were 158 students and their parents from three different primary schools in Hong Kong, including one British international school consisting of students who are predominantly from a British background and two Chinese public schools each with a distinct SES profile. This paper extends the findings of previous research whereby Western parents attribute their child's success to ability and Chinese parents attribute their child's success to effort. Additionally, this study found that the Chinese children's attributions differed according to the SES catchments of their schools; children from higher SES were inclined to attribute success to effort. The results are discussed in terms of parent and child attributions' prediction of child's academic achievement within Hong Kong's family demographic.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500390772]

• 英文

期刊論文

• 01443410

• 10.1080/01443410500390772

https://bibliography.lib.eduhk.hk/tc/bibs/022b6ec4

2011-03-01