Chinese Parenting Styles and Children's Self-Regulated Learning

Abstract

Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in self-regulated learning. Self-report measures of parenting style and children's self-regulated learning were administrated to a sample of 177 grade 4 students and their parents. Pearson product-moment correlation and regression analysis revealed that authoritative parenting style was significantly and positively related to students' self-regulated learning, whereas authoritarian parenting style was significantly and negatively related to students' self-regulated learning. The results of this study also indicate that a permissive parenting style may display a slight, but not significant, negative impact upon students' self-regulated learning; and a training parenting style may display a slight, but not significant, positive impact upon students' self-regulated learning.

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