| Funding Scheme : |
General Research Fund |
| Project Number : |
17614322 |
| Project Title(English) : |
Cross-ethnic differences in parenting styles and their influence on students’ mathematics learning in China |
| Project Title(Chinese) : |
跨民族教養方式的差異及其對中國內地學生數學學習的影響 |
| Principal Investigator(English) : |
Dr Liang, Biyao |
| Principal Investigator(Chinese) : |
|
| Department : |
Faculty of Education |
| Institution : |
The University of Hong Kong |
| Co - Investigator(s) : |
|
Ms Guo, Meng
|
|
Dr Hu, Xiang
|
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Prof LEUNG, Frederick Koon-Shing
|
|
| Panel : |
Humanities, Social Sciences |
| Subject Area : |
Education |
| Exercise Year : |
2022 / 23 |
| Fund Approved : |
744,600 |
| Project Status : |
On-going
|
| Completion Date : |
30-6-2025 |
Abstract as per original application
(English/Chinese): |
Parenting styles have been found to exert important influence on students’ learning and achievement, but what is less known is how different cultural values impact student achievement through affecting parenting styles. In recent decades, Chinese students’ outstanding mathematics performance has attracted the attention of many researchers. However, previous studies mainly focused on the Chinese Han group. Less attention has been paid on the mathematics learning of minority students and the cross-ethnic differences within China.
Ethnic values and traditions may affect students’ learning process via family and parents. To better understand the potential cross-ethnic differences in mathematics learning within China, it is necessary to pay attention to parenting styles in diverse Chinese families. Previous studies have found that ethnic traditions can shape parenting styles and further affect students’ learning outcomes. However, these studies were mainly conducted in Western contexts. Cross-ethnic studies in China are insufficient.
The present study will examine the potential cross-ethnic similarities and differences in parenting styles and their influence on students’ mathematics learning in China. The majority group (Han) and one ethnic minority group (Miao) will be selected. Traditional agricultural production and the mountain environment historically might cause Miao people to adhere more strongly to some traditional values (e.g., parent authority and family hierarchy) than Han people, which may lead to different parenting styles.
To better understand parenting styles and their relationship with students’ mathematics motivation and performance in the Miao and Han groups, mixed research methods will be used. In the quantitative phase, a questionnaire survey will be conducted to compare parenting styles and mathematics learning between the Miao and Han groups and further examine the relationship between parenting styles and students’ mathematics learning in the two groups. In the qualitative phase, a series of interviews with students and parents will be conducted to elucidate and supplement the quantitative results.
This project will provide information on how parenting styles affect students’ mathematics learning in Miao and Han and reveal possible cross-ethnic differences. On theoretical contribution, this study has the potentials to reveal the mechanism of the influence of ethnic traditions and values on parenting styles and students’ mathematics learning processes. For practical contribution, findings of the study could also help parents and teachers of whatever cultural traditions, including parents and teachers in Hong Kong, to understand how parenting styles may affect children’s mathematics learning, and thus guide them to optimize parenting styles to effectively support students’ learning.
很多人都知道教養方式對學生的學習和成就產生重要影響，但鮮為人知的是不同文化價值觀如何透過對教養方式的影響進而影響學生的成就。近幾十年來，華人學生出色的數學表現，引起了許多學者的關注。然而，以往的研究主要集中探究中國的漢族群體，較少關注少數民族學生的數學學習和中國國內的跨民族差異。
學生的學習過程在一定程度上難免受到家庭和父母的民族價值觀和傳統影響。為了深入了解在中國數學學習中潛在的跨民族差異，必須研究內地不同家庭的教養方式。之前有研究發現，民族傳統可以塑造教養方式並進而影響學生的學習成果。然而，這些研究主要是在西方背景下進行，中國內地的跨民族研究則不足。
本研究將探討教養方式的潛在跨民族異同及其對中國內地學生學習數學的影響。研究對象為多數族群（漢族）和一個少數民族（苗族）。傳統的農業生產和高山環境可能使苗族比漢族更固守某些傳統價值觀（例如父權和論資排輩），因此可能產生不同的教養方式。
為了更深入了解教養方式及其與苗族和漢族學生的數學學習動機和表現的關係，本研究將採用混合研究方法。在定量階段，將進行問卷調查，比較苗族和漢族的教養方式和數學學習，進一步探究兩個不同民族組別教養方式與子女數學學習的關係。在定性階段，將對學生和家長進行一系列訪談，以闡明和補充定量結果。
本研究將提供有關教養方式如何影響苗族和漢族學生數學學習的資料，並揭示潛在的跨民族差異。在理論貢獻上，本研究有可能揭示民族傳統和價值觀如何影響教養方式和學生數學學習過程的規律。就實際貢獻而言，研究結果亦可以幫助不同文化傳統的家長和教師，包括香港的家長和教師，了解教養方式如何影響兒童學習數學，從而引導他們優化教養方式，有效地幫助學生學習。
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| Research Outcome |
Layman's Summary of
Completion Report: |
Not yet submitted
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