The Relationship Among Parental Rearing Patterns, Cognitive Style And Academic Achievement In Junior High School Students

The academic achievement is still important criterion in the existing educationsystem; it will influence the future development of the students, so there is muchsignificance on the study of academic achievement. Through discuss the relationshipamong cognitive style, academic achievement and parental rearing patterns, this studywill reveals the interaction that how parenting style, cognitive style influence juniormiddle school student’s academic. And then parents should adjust their parentingstyle to promote the academic achievement of their children.This study uses Embedded Figure Test and Parental Rearing Patternsquestionnaire to Junior High School Students, the results as follows:1. The gender difference in the cognitive style is significant, boys than girls tendto field independent, there is no significant difference in the grade.2. There are three dimensions in the Parental Rearing Patterns.Accept/participation is strongly associated with all Subjects and total score.Severely/supervision is strongly associated with math、Chinese and total score but notsignificantly correlated with English. Psychological independent not is notsignificantly correlated with every subject but strongly associated with total score.3. There are significant difference in mathematics academic results between thejunior high school students with Field independent and field dependability cognitivestyle4. Cognitive style of junior high school students is strongly associated withparental rearing patterns. Authoritative parents teaching of junior middle schoolstudents have higher scores in Embedded Figure Test than other parental rearing patterns.5. The parenting style indirectly influence academic achievement throughcognitive style. The cognitive style is a mediator in this model.