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Educational Studies in Mathematics

, Volume 64, Issue 1, pp 85–106 | Cite as

Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia

  • Zhongjun CaoEmail author
  • Alan Bishop
  • Helen Forgasz
Open Access
Article

Abstract

This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.

Key words

perceived parental influence mathematics learning expectation encouragement cultural groups 

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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Postcompulsory Education CenterVictoria UniversityFootscray ParkAustralia
  2. 2.Faculty of EducationMonash UniversityClaytonAustralia

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