Sociology and Anthropology Vol. 5(9), pp. 732 - 744
DOI: 10.13189/sa.2017.050905
Reprint (PDF) (416Kb)

Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students

Tzu-Fen Chang ^1,*, Desiree B. Qin ^2
1 Department of Human Environmental Studies, Central Michigan University, United States
² Department of Human Development & Family Studies, Michigan State University, United States

ABSTRACT

Training (jiao xun) has been proposed as an indigenous form of Chinese parenting. Does it exist in other populations? If so, how might it be associated with developmental outcomes? We examined the relationships of training to adolescent academic, psychological, and school adjustment in a sample of 214 Chinese American and 125 European American academically gifted students. We found that training also occurs in European American families with academically gifted children. There were other ethnic similarities: Training was not associated with depression or anxiety in either group, and it was a positive predictor of academic efficacy for both groups. One difference emerged: Training was not associated with school-engagement problems for the European American students, but it was positively associated with fewer school-engagement problems for the Chinese American students. The findings suggest that training has positive implications for academic and school adjustment among academically gifted Chinese American adolescents and for academic adjustment only among their European American peers.

KEYWORDS
Adolescent Adjustment, Parenting, Chinese Americans, European Americans, Academically Gifted Students

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Tzu-Fen Chang , Desiree B. Qin , "Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students," Sociology and Anthropology, Vol. 5, No. 9, pp. 732 - 744, 2017. DOI: 10.13189/sa.2017.050905.

(b). APA Format:
Tzu-Fen Chang , Desiree B. Qin (2017). Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students. Sociology and Anthropology, 5(9), 732 - 744. DOI: 10.13189/sa.2017.050905.