Chao R K
University of California, Los Angeles.
Child Dev. 1994 Aug;65(4):1111-9. doi: 10.1111/j.1467-8624.1994.tb00806.x.
This study addresses a paradox in the literature involving the parenting style of Asians: Chinese parenting has often been described as "controlling" or "authoritarian". These styles of parenting have been found to be predictive of poor school achievement among European-Americans, and yet the Chinese are performing quite well in school. This study suggests that the concepts of authoritative and authoritarian are somewhat ethnocentric and do not capture the important features of Chinese child rearing, especially for explaining their school success. Immigrant Chinese and European-American mothers of preschool-aged children were administered standard measures of parental control and authoritative-authoritarian parenting style as well as Chinese child-rearing items involving the concept of "training." After controlling for their education, and their scores on the standard measures, the Chinese mothers were found to score significantly higher on the "training" ideologies. This "training" concept has important features, beyond the authoritarian concept, that may explain Chinese school success.
中国式育儿常常被描述为“控制性的”或“专制的”。在欧裔美国人中，这些育儿方式被认为会导致学业成绩不佳，然而中国人在学校的表现却相当出色。本研究表明，权威型和专制型的概念在一定程度上是以种族为中心的，未能抓住中国式育儿的重要特征，尤其是无法解释他们在学业上的成功。研究人员对学龄前儿童的华裔移民母亲和欧裔美国母亲进行了父母控制、权威—专制育儿方式的标准测量，以及涉及“教养”概念的中国式育儿项目的测量。在控制了她们的教育程度以及标准测量的得分后，发现华裔母亲在“教养”观念上的得分显著更高。这种“教养”概念具有一些超越专制概念的重要特征，或许可以解释中国人在学业上的成功。
