Cover not available

Article In: AILA Review: Online-First Articles

Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong

ORCiD logo with link | The Chinese University of Hong Kong
ORCiD logo with link | Shanghai Jiaotong University
 | University of Macau
This content is being prepared for publication; it may be subject to changes.
Abstract
The study examined the role of parental beliefs (i.e., perceived importance of English learning and self-efficacy) and involvement (i.e., general behaviors related to children’s learning, strategies, and positive feedback) on primary school students’ English learning achievements in Hong Kong. Participants were 217 parents of students in 1st –6th grades in four primary schools. The parental beliefs and involvement questionnaire, with 5 subscales and a total of 22 items, was adopted to measure the parental beliefs and involvement on their children’s English learning. The findings show that Hong Kong parents had very high levels of beliefs (i.e., importance of English and self-efficacy) and involvement (i.e., general behaviors and positive feedback). They showed a moderate level of strategies. However, parents’ perceived importance of English and positive feedback did not predict their children’s English learning achievements. Only parental self-efficacy and strategies positively predicted children’s English learning. Surprisingly, parents’ general behaviors were found to predict their children’s English learning negatively. Important implications for parents’ education with regard to their children’s English learning are discussed.
Article outline
  • Introduction
  • Literature review
    • Factors influencing students’ English as a second/foreign (ESL/EFL) language learning achievement
    • Influences of parental beliefs (i.e., self-efficacy and perceived importance of English) on children’s academic achievements
    • Influences of parental involvement (i.e., general behaviors, strategies and positive feedback) on children’s academic achievements
  • Method
    • Participants and context
    • Procedure
    • Measures
      • The parental beliefs and involvement questionnaire
    • Parents’ reported English language learning achievements of their children
    • Data analyses
  • Results
    • Descriptive statistics and CFA results
    • Levels of parental beliefs and involvement on children’s English learning achievements
    • Relationships between parenteral beliefs, involvement and children’s English learning achievements
    • Impact of parental beliefs and involvement on children’s English learning achievements
  • Discussion
  • Conclusion, implications and limitations
  • Author queries
  • References
References (76)
References
Anicama, C., Zhou, Q., & Ly, J. (2018). Parent involvement in school and Chinese American children’s academic skills. The Journal of Educational Research, 111, 574–583, Google Scholar logo with link to Google Scholar
Ardelt, M. & Eccles, J. S. (2001). Effects of mothers’ parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22, 944 — 972. Google Scholar logo with link to Google Scholar
Bai, B., Chao, C. N. G., & Wang, C. (2019). The relationship between social support, self-efficacy and English language learning achievement in Hong Kong. TESOL Quarterly, 53, 208–221. Google Scholar logo with link to Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. Google Scholar logo with link to Google Scholar
(1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. Google Scholar logo with link to Google Scholar
(1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar logo with link to Google Scholar
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33–46. Google Scholar logo with link to Google Scholar
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206–122. Google Scholar logo with link to Google Scholar
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (2001). Self-Efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206. Google Scholar logo with link to Google Scholar
Bogenschneider, K., Small, S., & Tsay, J. (1997). Child, parent, and contextual influences on perceived parenting competence among parents of adolescents. Journal of Marriage and the Family, 59, 345 — 362. Google Scholar logo with link to Google Scholar
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science education, 84(6), 740–756. Google Scholar logo with link to Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. Google Scholar logo with link to Google Scholar
Boyle, J. (1997). Imperialism and the English Language in Hong Kong. Journal of Multilingual and Multicultural Development, 18, 169–181, Google Scholar logo with link to Google Scholar
Bray, M. & Koo, R. (2004). Postcolonial patterns and paradoxes: Language and education in Hong Kong and Macao. Comparative Education, 40, 226–38. Google Scholar logo with link to Google Scholar
(2006). Postcolonial patterns and paradoxes: Language and education in Hong Kong and Macao. Comparative Education, 40, 215–239. Google Scholar logo with link to Google Scholar
Bussey, K. & Bandura, A. (1999). A social cognitive theory of gender development. Psychological Review, 106, 676–713. Google Scholar logo with link to Google Scholar
Butler, Y. G. (2015). Parental factors in children’s motivation for learning English: A case in China. Research Papers in Education, 30, 164–191. Google Scholar logo with link to Google Scholar
Bronstein, P., Ginsburg, G. S., & Herrera, I. S. (2005). Parental predictors of motivational orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34(6), 559–575. Google Scholar logo with link to Google Scholar
Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. Google Scholar logo with link to Google Scholar
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student achievement: A meta-analysis. Educational Research Review, 14, 33–46. Google Scholar logo with link to Google Scholar
Coleman, P. K. & Karraker, K. H. (1997). Self-efficacy and parenting quality: Findings and future applications. Developmental Review, 18, 47–85. Google Scholar logo with link to Google Scholar
Cheung, C. S. & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82, 932–950. Google Scholar logo with link to Google Scholar
Cheung, C. S.-S. & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820–832. Google Scholar logo with link to Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York.Google Scholar logo with link to Google Scholar
Dewi, S. S. (2017). Parents’ involvement in children’s English learning. IJET (Indonesian Journal of English Teaching), 6(1), 102–122. Google Scholar logo with link to Google Scholar
Ekiz, S., & Kulmetov, Z. (2016). The factors affecting learners’ motivation in English language education. Journal of Foreign Language Education and Technology, 1(1).Google Scholar logo with link to Google Scholar
Elder, G. H. (1995). Life trajectories in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 46–68). New York: Cambridge University Press. Google Scholar logo with link to Google Scholar
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert and R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21–29). Hillsdale: Erlbaum.Google Scholar logo with link to Google Scholar
Forey, G., Besser, S., & Sampson, N. (2016). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16, 383–413. Google Scholar logo with link to Google Scholar
Guo, W., & Wei, J. (2019). Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students. The Asia-Pacific Education Researcher, 28(3), 265–275. Google Scholar logo with link to Google Scholar
Guo, W., & Zhou, W. (2021). Relationships between teacher feedback and student motivation: A comparison between male and female students. Frontiers in Psychology, 12, 679575. Google Scholar logo with link to Google Scholar
Gunderson, E. A., Donnellan, M. B., Robins, R. W., & Trzesniewski, K. H. (2018). The specificity of parenting effects: Differential relations of parent praise and criticism to children’s theories of intelligence and learning goals. Journal of experimental child psychology, 173, 116–135. Google Scholar logo with link to Google Scholar
Grolnick, W. S. & Slowiaczek, M. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252. Google Scholar logo with link to Google Scholar
Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3(3), 165–170. Google Scholar logo with link to Google Scholar
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., GoldinMeadow, S., & Levine, S. C. (2013). Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later. Child Development, 84, 1526–1541. Google Scholar logo with link to Google Scholar
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental Psychology, 53, 397–409. Google Scholar logo with link to Google Scholar
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Hoboken, NJ: Pearson Education International.Google Scholar logo with link to Google Scholar
Harris, A. & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50, 277–289. Google Scholar logo with link to Google Scholar
Hill, N. & L. C. Taylor. (2004). Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, 13(4), 161–164. Google Scholar logo with link to Google Scholar
Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational psychologist, 36(3), 195–209. Google Scholar logo with link to Google Scholar
Hui, E. K., Sun, R. C., Chow, S. S. Y., & Chu, M. H. T. (2011). Explaining Chinese students’ academic motivation: filial piety and self-determination. Educational Psychology, 31(3), 377–392. Google Scholar logo with link to Google Scholar
Lynch, J. (2002). Parents’ self-efficacy beliefs, parents’ gender, children’s reader self-perceptions, reading achievement and gender. Journal of Research in Reading, 25(1), 54–67. Google Scholar logo with link to Google Scholar
King, V. & Elder, G. H. (1998). Perceived self-efficacy and grandparenting. Journal of Gerontology. Series B Psychological Sciences and Social Sciences, 53, 249–257. Google Scholar logo with link to Google Scholar
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English Self-Efficacy and English Learning Achievement of L2 Thai Learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 149–164.Google Scholar logo with link to Google Scholar
Kirkpatrick, R. & Bui, T. T. N. (2016). Introduction: The challenges for English education policies in Asia. In R. Kirkpatrick (ed.), English Language Education Policy in Asia. New York: Springer. Google Scholar logo with link to Google Scholar
Lai, C., Zhu, W. M., & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49, 278–308. Google Scholar logo with link to Google Scholar
Lam, Y. Y. & Chan, J. C. Y. (2017). Effects of social persuasion from parents and teachers on Chinese students’ self-efficacy: An exploratory study. Cambridge Journal of Education, 47, 155–165, Google Scholar logo with link to Google Scholar
Lee, H. I., Kim, Y. H., Kesebir, P., & Han, D. E. (2017). Understanding when parental praise leads to optimal child outcomes: Role of perceived praise accuracy. Social Psychological and Personality Science, 8(6), 679–688. Google Scholar logo with link to Google Scholar
Li, D. C. S. (2018). Two decades of decolonization and renationalization: the evolutionary dynamics of Hong Kong English and an update of its functions and status. Asian Englishes, 20, 2–14. Google Scholar logo with link to Google Scholar
McEown, E. & Sugita-McEownb, M. (2018). Individual, parental and teacher support factors of self-regulation in Japanese students. Innovation in Language learning and Teaching, xx, xx–xx. Google Scholar logo with link to Google Scholar
Mosty, N. L. (2013). Where parental perspective, practice, and reasoning meet. University of Iceland. Iceland.Google Scholar logo with link to Google Scholar
Muthén, L. K. & Muthén, B. O. (1998–2010). Mplus users guide (6th ed.). Los Angeles, CA: Muthén and Muthén.Google Scholar logo with link to Google Scholar
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.Google Scholar logo with link to Google Scholar
Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300–313. Google Scholar logo with link to Google Scholar
Pintrich, P. R., Smith, D. A. F., Garcla, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Washington, DC: Office of Educational Research and Improvement (ED).Google Scholar logo with link to Google Scholar
Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27(3), 329–348. Google Scholar logo with link to Google Scholar
Reynolds, A. J., & Clements, M. A. (2005). Parent involvement and children’s school success. In Family-school partnerships. Teachers College Press.Google Scholar logo with link to Google Scholar
Ryan, R. M. & Deci, E. L. (2006). Self- regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557–1586. Google Scholar logo with link to Google Scholar
Schunk, D. H. & DiBenedetto, M. K. (2014). Academic self-efficacy. In M. J. Furlong, R. Gilman, and E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 115–130). New York: Routledge.Google Scholar logo with link to Google Scholar
Steinberg, L. 1996. Beyond the classroom. New York: Simon- Schuster.Google Scholar logo with link to Google Scholar
Stipek, D. & Gralinski, J. H. (1996). Children’s beliefs about intelligence and school performance.” Journal of Educational Psychology, 88, 397–407. Google Scholar logo with link to Google Scholar
Shumow, L. & Lomax, R. (2002). Parental self-efficacy: Predictor of parenting behavior adolescent outcomes. Parenting, Science and Practice, 2, 127 — 150. Google Scholar logo with link to Google Scholar
Tam, V. C. & Chan, R. M. (2009). Parental involvement in primary children’s homework in Hong Kong. School Community Journal, 19(2), 81–100. Google Scholar logo with link to Google Scholar
Thomas, G. & Anderson, D. (2013). Parents’ metacognitive knowledge: Influences on parent-child interactions in a science museum setting. Journal of Research in Science Education, 43(3), 1245–1265. Google Scholar logo with link to Google Scholar
Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future Directions. Review of Educational Research, 78, 751–796. Google Scholar logo with link to Google Scholar
Noviana, N., & Oktaviani, L. (2022). The correlation between college student personality types and English proficiency ability at Universitas Teknokrat Indonesia. Journal of English Language Teaching and Learning, 3(1), 54–60. Google Scholar logo with link to Google Scholar
Wei, R. N. (2011). Parental support for Chinese-English bilingual education: A survey of parents of primary and secondary students in Shanghai. Journal of Multilingual and Multicultural Development, 32(5), 481–496. Google Scholar logo with link to Google Scholar
Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. Handbook of educational psychology, 2, 87–113.Google Scholar logo with link to Google Scholar
Wigfield, A., J. S. Essoles, U. Schiefele, R. W. Roeser. & P. Davis-Kean. (2006). Development of Achievement Motivation (Eds.). In W. Damon, R. M. Lerner and N. Eisenberg, Handbook of Child Psychology (pp. 933–1002), Hoboken, NJ: Wiley.Google Scholar logo with link to Google Scholar
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66, 377–397. Google Scholar logo with link to Google Scholar
Williams, K., Swift, J., Williams, H., & Van Daal, V. (2017). Raising children’s self-efficacy through parental involvement in homework. Educational Research, 59, 316–334. Google Scholar logo with link to Google Scholar
Wong, R. S. M., Ho, F. K. W., Wong, W. H. S. J. et al. (2018). Parental involvement in primary school education: Its relationship with children’s academic performance and psychosocial competence through engaging children with school. [URL], 27(5), 1544–1555.
Xu, Y. Y., Farver, J. A., & Krieg, A. (2017). The home environment and Asian immigrant children’s literacy skills. Parenting: Science and Practice, 17, 104–123. Google Scholar logo with link to Google Scholar
Xu, J. & Corno, L. (2003). Family help and homework management reported by middle school students. The Elementary School Journal, 103(5), 503–517. Google Scholar logo with link to Google Scholar
Zebaria, I. A. H., Ali Allob, H., & Mohammadzadehc, B. (2018). The role of personality characteristics in forming EFL university students’ attitudes towards learning English as a foreign language: A case study. Modern Journal of Language Teaching Methods (MJLTM), 8(6), 343–351.Google Scholar logo with link to Google Scholar
Zhang, L. J. & Zhang, D. (2018). Metacognition in TESOL: Theory and practice. In J. I. Liontas, A. Shehadeh (Eds.) The TESOL encyclopedia of English language teaching, Vol. II: Approaches and methods in English for speakers of other languages (pp. 682–792). Hoboken, NJ, USA: Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 jbe-platform.quadraat-sans-bold jbe-platform.quadraat-sans-bold-dark jbe-platform.quadraat-sans-bold-light jbe-platform.quadraat-sans-bold prag Twitter_Logo_Blue