Get access

Changes in Early Adolescents’ Sense of Responsibility to Their Parents in the United States and China: Implications for Academic Functioning

Authors


  • This research was supported by National Institute of Mental Health Grant R01 MH57505. We are grateful to the children who participated in this research. We thank Scott Litwack, Molly McDonald, and Haimei Wang for their help in collecting and managing the data. We appreciate the constructive comments provided by the members of the University of Illinois Center for Parent-Child Studies on an earlier version of this article.

concerning this article should be addressed to Eva M. Pomerantz, Department of Psychology, University of Illinois at Urbana-Champaign, 603 East Daniel Street, Champaign, IL 61820. Electronic mail may be sent to pomerntz@illinois.edu.

Abstract

This research examined American and Chinese children’s sense of responsibility to their parents during early adolescence, with a focus on its implications for children’s academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility to their parents. Information on children’s academic functioning was also collected from children as well as school records. Although children’s sense of responsibility to their parents declined over the seventh and eighth grades in the United States, this was not the case in China. In both countries, children’s sense of responsibility was predictive of enhanced academic functioning among children over time.

Ancillary