ArticleFrontiers in psychology2022
Longitudinal impact of parent-teacher relationship on middle school students' academic achievements in China.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.The British journal of educational psychology · 2025Article
- School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic.Journal of autism and developmental disorders · 2024Article
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4 authors.
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Abstract
Objective: The study aims to discuss the longitudinal impact of the parent-teacher relationship on students' academic achievements in China. Method: Based on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data. Results: We found that the parents' active communication with teachers, parents' participation in parent meetings, teachers' active contact, whether parents are afraid to communicate with teachers, and parents' willingness to participate in parent meetings have significant relationships with students' academic achievements. At the class level, the extent of teachers' stress from parents' requests and teachers' perception of respect from parents also affected students' academic achievements significantly in the Chinese context. Conclusion: There was a longitudinal association between the parent-teacher relationship and students' academic achievements. The practical implication was discussed in the paper.
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