CHINESE PARENTING STYLES, PSYCHOLOGICAL CONTROL BELIEFS AND EFFECT ON TEST ANXIETY AND ACHIEVEMENT

Abstract

This research explored the relationship between Chinese values and parenting styles (based on Maccoby & Martin's revision of Baumrind's conceptual framework). It also examined the relationship existing between parenting styles and adolescents' locus of control and their influence on two outcome variables : test anxiety and academic performance. Three hundred and fifty-five secondary school students and their parents participated in the study. Results of correlation analysis and structural equation modeling revealed two major findings. First, a modem trend in Chinese parents both in parenting styles and values was observed. Second, the results questioned the commonly accepted notion that all forms of internal locus of control were associated with better outcomes as certain aspect of internal control (i.e., internal attribution for failure) was found to be related to higher level of test anxiety and lower academic performance. This was interpreted to suggest that adaptation outcome depends on flexibility in using different control strategies. Conceptual and practical implication of the fmding were discussed. This research explored the relationship between Chinese values and parenting styles (based on Maccoby & Martin's revision of Baumrind's conceptual framework). It also examined the relationship existing between parenting styles and adolescents' locus of control and their influence on two outcome variables : test anxiety and academic performance. Three hundred and fifty-five secondary school students and their parents participated in the study. Results of correlation analysis and structural equation modeling revealed two major findings. First, a modem trend in Chinese parents both in parenting styles and values was observed. Second, the results questioned the commonly accepted notion that all forms of internal locus of control were associated with better outcomes as certain aspect of internal control (i.e., internal attribution for failure) was found to be related to higher level of test anxiety and lower academic performance. This was interpreted to suggest that adaptation outcome depends on flexibility in using different control strategies. Conceptual and practical implication of the fmding were discussed.