Scholarlink

<p>Recent research has increasingly emphasized parenting style, particularly concerted cultivation (i.e., a style of interventionist parenting), as a key mechanism in the intergenerational transmission of educational inequality. Yet most existing evidence comes from Western contexts, and little is known about whether these mechanisms operate similarly in East Asian societies? Using nationally representative data from the China Education Panel Survey (CEPS) for 7–9 graders in the 2013–2014 academic year (<i>N</i> = 17,760), we examine how family socioeconomic status (SES) shapes adolescents’ academic achievement through concerted cultivation and parental educational expectations. We construct a multidimensional measure of concerted cultivation and employ multiple regression and mediation analyses to test direct and indirect pathways. Results show that family SES is positively associated with both parental expectations and concerted cultivation, and that these factors partially mediate the SES–achievement relationship. Concerted cultivation also predicts adolescents’ cognitive skills, which in turn strongly predict academic achievement. These findings extend Western-derived theories of parenting and cultural reproduction to a distinct institutional and cultural context and offer implications for understanding how social class advantages are transmitted across generations in non-Western societies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The impact of concerted cultivation on academic achievement among Chinese junior high school students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月2日

查看全文
  • Fenlian Xie,
  • Fonny Dameaty Hutagalung

摘要

Recent research has increasingly emphasized parenting style, particularly concerted cultivation (i.e., a style of interventionist parenting), as a key mechanism in the intergenerational transmission of educational inequality. Yet most existing evidence comes from Western contexts, and little is known about whether these mechanisms operate similarly in East Asian societies? Using nationally representative data from the China Education Panel Survey (CEPS) for 7–9 graders in the 2013–2014 academic year (N = 17,760), we examine how family socioeconomic status (SES) shapes adolescents’ academic achievement through concerted cultivation and parental educational expectations. We construct a multidimensional measure of concerted cultivation and employ multiple regression and mediation analyses to test direct and indirect pathways. Results show that family SES is positively associated with both parental expectations and concerted cultivation, and that these factors partially mediate the SES–achievement relationship. Concerted cultivation also predicts adolescents’ cognitive skills, which in turn strongly predict academic achievement. These findings extend Western-derived theories of parenting and cultural reproduction to a distinct institutional and cultural context and offer implications for understanding how social class advantages are transmitted across generations in non-Western societies.