BEYOND PARENTAL CONTROL AND AUTHORITARIAN PARENTING STYLE - UNDERSTANDING CHINESE PARENTING THROUGH THE CULTURAL NOTION OF TRAINING
BEYOND PARENTAL CONTROL AND AUTHORITARIAN PARENTING STYLE - UNDERSTANDING CHINESE PARENTING THROUGH THE CULTURAL NOTION OF TRAINING
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DOI：
10.2307/1131308
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发表时间：
1994-08-01
影响因子：
4.6
通讯作者：
CHAO, RK
中科院分区：
文献类型：
--
作者：
CHAO, RK
这项研究解决了文献中关于亚洲人育儿方式的一个悖论：中国人的育儿方式经常被描述为“控制”或“专制”。研究发现，这种教育方式预示着欧洲裔美国人的学习成绩会很差，而中国人在学校的表现却相当不错。这项研究表明，权威和专制的概念在某种程度上是种族中心主义的，并没有捕捉到中国儿童教育的重要特征，尤其是在解释他们在学校的成功时。对中国移民和欧美移民的学龄前儿童母亲进行了标准的父母控制和权威-权威育儿方式的测量，以及涉及“训练”概念的中国式育儿项目。在控制了她们的教育程度和她们在标准测试中的得分后，中国母亲在“训练”意识形态上的得分明显更高。这种“训练”概念具有重要的特征，超越了威权主义的概念，这或许可以解释中国学校的成功。
This study addresses a paradox in the literature involving the parenting style of Asians: Chinese parenting has often been described as ''controlling'' or ''authoritarian.'' These styles of parenting have been found to be predictive of poor school achievement among European-Americans, and yet the Chinese are performing quite well in school. This study suggests that the concepts of authoritative and authoritarian are somewhat ethnocentric and do not capture the important features of Chinese child rearing, especially for explaining their school success. Immigrant Chinese and European-American mothers of preschool-aged children were administered standard measures of parental control and authoritative-authoritarian parenting style as well as Chinese child-rearing items involving the concept of ''training.'' After controlling for their education, and their scores on the standard measures, the Chinese mothers were found to score significantly higher on the ''training'' ideologies. This ''training'' concept has important features, beyond the authoritarian concept, that may explain Chinese school success.