The relation between Taiwanese parental influences and academic achievement: The effects of students' academic beliefs and filial piety

Compared to other cultural groups, the excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. Little is known about how multiple contextual variables work together to promote academic achievement among students in East-Asian countries. The present study examines how the relation between parental influences and Taiwanese students' academic achievement is mediated by student academic beliefs (beliefs about effort, academic self-concept, and perceived control). The present study further explores if the mediating effect of students' academic beliefs between parental influences and Taiwanese students' academic achievement varies as a function of filial piety. Participants were 468 first-year students in colleges and Universities in Taiwan. Data was analyzed by utilizing statistical technique of structural equation modeling. Results found that parental influences (parents' educational values, interests in schoolwork, and parental expectations) have a positive impact on Taiwanese students' academic achievement by increasing students' academic beliefs of academic self-concept, perceived academic control, and effort. Furthermore, results of the present study indicated the mediating relations among parental influences, students' academic beliefs, and Taiwanese students' academic achievement vary as a function of filial piety. The reciprocal filial type has a stronger relation between parental influences and students' academic beliefs, and between students' academic beliefs and student academic achievement. The authoritarian filial type appears to have no relation between parental influences and students' academic beliefs, and between students' academic beliefs and student academic achievement. The importance of the quality of a parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when dealing with the issue of student academic achievement. The impactions of the findings are explored and suggestions are made for further research on related issues.