This 4-phase study of Hong Kong Chinese adolescent-parent relationships (906 adolescents and 1,091 parents) revealed the following: (a) Adolescents and their parents differ in their perceptions of parenting style. (b) Autonomy is negatively associated with parents' perceived authoritative parenting style and school achievement. (c) Neither parenting style nor measures of parents' beliefs in training their children (R. Chao, 1994) are associated with self-reports of school achievement. However, (d) parents of students from the highest (Band 1) academically oriented schools in Hong Kong rated themselves as higher in authoritativeness and lower in authoritarianism than parents of adolescents from the lowest academically oriented (Band 5) schools. Findings are discussed in relation to posited differences in adolescent-parent relationships in Western and Chinese cultures.
[Copyright of Journal of Genetic Psychology is the property of Psychology Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00221329809596162]

The cultural capital in families, more specifically, the educational level of parents, has during the last decades been shown to be the most important dimension of socioeconomic influence on school performance in many countries. Less is known about the factors that actually mediate this influence. The aim, therefore, is to investigate the relative importance of various mediating factors, as well as the total effects of parents' educational levels, on the reading achievement levels of children in Grade 4. Data in this comparative analysis come from the Progress in International Reading Literacy Study (PIRLS) 2001 and include representative samples from 7 countries: Sweden, Norway, Bulgaria, France, Hong Kong, Hungary, and Italy. Variables indicating possession of cultural capital in the families are collected from the home questionnaire. A total achievement score is used as outcome variable. The effects of parents' education on reading achievement are estimated with structural equation modelling. Substantial effects of parental education were found, but the pathways for indirect effects that were mediated through other variables varied between countries.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803610802576742]

The present study investigates the views of Hong Kong parents on kindergarten education. A questionnaire was designed to examine the reasons for parents to send their children to kindergartens, their concept of kindergarten education, their views on kindergarten teachers' work and training. There were 14,328 returned questionnaires. The findings indicate that parents had positive attitudes towards kindergarten education; they thought that kindergarten education was important for their children and that well qualified teachers were necessary for kindergarten education.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443991590103 ]

The aim of the present study was to test the hypotheses that parents' academic expectations, their perception of children's cognitive ability, and their degree of involvement at home and school would predict children's academic achievement, and that there would be important differences in this achievement as a consequence of differences in culture. A sample of 158 parents of students from three primary schools (two Chinese and one of Anglo-Celtic origin) in Hong Kong participated in this study. The three groups of parents differed in terms of both culture and socio-economic status. Parents completed a questionnaire about their perceptions of their children's memory ability, their involvement in their children's activities, and expected and satisfactory scores for their children's achievement in mathematics and language. Unstandardised achievement scores in mathematics and language were obtained from school records. Parents' expected scores in these two subjects were found to be the consistent predictors of achievement for all children. Parental belief in children's episodic memory and involvement at school were predictors of language achievement in one school.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410601104130]