Parents or teachers: Whose guidance matters more in students’ alignment of educational plan and achievement? A comparative study of Taiwan and Hong Kong

Parents or teachers: Whose guidance matters more in students’ alignment of educational plan and achievement? A comparative study of Taiwan and Hong Kong

• Xiang, Nan The Chinese University of Hong Kong
• Chiu, Wing Kai Stephen The Education University of Hong Kong

Asia Pacific Journal of Education, 2021

Routledge

2021

• 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
• S 學校環境、設備與組織
  • SH 學校文化 / 學校氣氛、師生關係
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Plan-achievement Alignment Post-secondary Transition Parents’ Guidance Teachers’ Guidance Comparative Study

• Hong Kong
• Taiwan

• 1997.7 onwards

• 專上教育

While existing research has well-recognized educational plan as an important predictor of students’ educational achievement, the alignment of educational plan and achievement should not be taken for granted. As plan-achievement misalignment is liable to negative psychological and social consequences, this study aims to examine the extent to which parents vis-à-vis teachers could guide students into plan-achievement alignment. Specifically, this study is set within two comparable cases of Taiwan and Hong Kong to explore whether the relative importance of parents’ and teachers’ guidance would differ according to the institutional contexts of education systems. Methodologically, society-specific (multinomial) logistic regression analyses are conducted based on the data of the Taiwan Education Panel Survey and the Hong Kong Survey on High School Students’ Aspirations for Higher Education and Employment. In Taiwan, we find students not only received more guidance from parents, but parents’ guidance was also more effective in helping them reach plan-achievement alignment. By contrast, teachers are found to have played a key role in these regards in Hong Kong. The findings provide support to our propositions that the relative importance of parents’ and teachers’ guidance may vary by the opportunity structures of post-secondary education and the level of school-based parental involvement. Copyright © 2021 National Institute of Education, Singapore.

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2021.1873103

https://bibliography.lib.eduhk.hk/tc/bibs/6ce0b23d

2021-06-15