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Results show positive parenting styles such as emotional warmth and understanding enhance academic outcomes, whereas negative styles including punishment and harshness, overinvolvement and overprotection, preference for the subject, and rejection and denial reduce performance. Moderators include parental roles, children’s ages (except for overinvolvement/overprotection), disciplines, and the times of emotional warmth and understanding and overinvolvement/overprotection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-meta-analysis-of-the-relationships-between-chinese-parenting-styles-and-child-academic-achievement/595168/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-meta-analysis-of-the-relationships-between-chinese-parenting-styles-and-child-academic-achievement/595168.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary goal of the meta-analysis?","Question",{"text":112,"@type":113},"To examine the relationships between Chinese parenting styles and children’s academic achievement using a meta-analytical review of eligible studies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which parenting styles were found to benefit academic achievement?",{"text":117,"@type":113},"Positive parenting styles, especially emotional warmth and understanding, show prominent beneficial effects on children’s academic achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors moderated the relationship between parenting and academic outcomes?",{"text":121,"@type":113},"Parental roles moderate overinvolvement and overprotection effects; children’s ages moderate most parenting-style relationships (except overinvolvement/overprotection); disciplines moderate parental preference for the subject; timing (“times”) moderates effects related to emotional warmth and understanding as well as overinvolvement and overprotection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595168,1792168088,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Meta-analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement  \nYuntian Xie, 1,2 Zifu Shi, 1 Lin Yin, 1 Luo Lan 1  \n1. Cognition and Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081, Hunan, China  \n2. Department of Applied Psychology, Changsha Normal University, Changsha 410100, Hunan, China  \n\n| Abstract: This article aimed to examine the relationships between Chinese parenting styles and child academic achievement through a meta-analytical review. After literature screening, 54 studies and 793 independent effect sizes that met the inclusion criteria were incorporated into the analysis (n = 24630). According to the results of the study, positive parenting styles like “emotional warmth and understanding”had prominent beneficial effects on child academic achievement, whilst negative ones such as “punishment and harshness”, “overinvolvement and overprotection”, “preference for the subject”, “rejection and denial”) were significantly unfavorable for child academic performance. In addition, the relation between parental overinvolvement andoverprotection and child academic achievement was moderated by parental roles. Children’s ages could moderate the relationships between parenting styles (except for overinvolvement andoverprotection) and child academic results. The connection between parental preference for the subject and child academic achievement was moderated by disciplines. The effects of parents’ emotional warmth and understanding as well as overinvolvement and overprotection were moderated by times.\u003Cbr>Best Evidence in Chinese Education 2022; 12(1):1589-1595.\u003Cbr>Doi: 10.15354/bece.22.ab009 |\n| --- |\n| How to Cite: Xie, Y., Shi, Z., Yin, L., & Lan, L. (2022). A meta-analysis ofthe relationships between Chinese parenting styles and child academic achievement. Best Evidence in Chinese Education, 12(1):1589-1595. |\n\nKeywords: Parenting Style, Academic Achievement, Meta-analysis, EMBU  \nCorrespondence to: Zifu Shi, Cognition and Human Behavior Key Laboratory of Hunan Province, Department of  \nPsychology, Hunan Normal University, Changsha 410081, Hunan, China. E-mail: [shizf@hunnu.edu.cn](shizf@hunnu.edu.cn)  \nConflict of Interests: None.  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nResearch Aims and Hypotheses  \nThe present study proposed two hypotheses. H1: Child academic achievement is closely correlated with parenting styles in China. H2: Parental roles, children’s ages, disciplines, and times can moderate the relation between parenting styles and child academic performance. Additionally, given that parents and children’s understanding of parenting styles differ in varying cultural contexts, this study attempted to use meta-analysis to examine the relationships between parenting styles and child academic results as well asthe factors influencing them against the backdrop of Chinese culture.  \nMethodology  \nLiterature Retrieval  \nThe present study included literature published both in Chinese and English. Chinese terms for “parenting styles” and “academic achievement” were used to search for studies in CNKI (China National Knowledge Infrastructure) Journal, Doctoral Dissertations, and Masters’ Theses Databases, China Science and Technology Journal Database, and Wanfang Database. Studies in English were identified by searching under keywords“parenting style”,“academic achievement”(or “academic performance”), and “Chinese”(or “China”) in EBSCO, Science Direct, and Springer LINK. As Chinese vers","cbCaifz3qQmvO0P7","https://ap.wps.com/l/cbCaifz3qQmvO0P7","pdf",286104,"English","# Research Aims and Hypotheses\n# Methodology\n## Literature Retrieval\n## Inclusion Criteria\n## Coding of Literature Characteristics","[{\"question\":\"What is the primary goal of the meta-analysis?\",\"answer\":\"To examine the relationships between Chinese parenting styles and children’s academic achievement using a meta-analytical review of eligible studies.\"},{\"question\":\"Which parenting styles were found to benefit academic achievement?\",\"answer\":\"Positive parenting styles, especially emotional warmth and understanding, show prominent beneficial effects on children’s academic achievement.\"},{\"question\":\"What factors moderated the relationship between parenting and academic outcomes?\",\"answer\":\"Parental roles moderate overinvolvement and overprotection effects; children’s ages moderate most parenting-style relationships (except overinvolvement/overprotection); disciplines moderate parental preference for the subject; timing (“times”) moderates effects related to emotional warmth and understanding as well as overinvolvement and overprotection.\"}]","A Meta-analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement | PDF",1792080560,18]