Sacrifice Current Happiness For Future Success

Some studies have investigated the positive effects of parental beliefs on children’s learning.

Studies have shown that compared with children without parental involvement, these children will show a more active learning attitude, better attendance rate and better homework habits when their parents are involved in the children’s learning. (Epstein, 1985; Goldenburg, 1989).

However, some studies have pointed out that parents often force their children to study hard to ensure that their children can excel in a competitive educational environment. (Ho, 1987; Ho & Crookall, 1995; Huang & Chiu, 1991).

Under such circumstances, these children learn passively at the request of their parents, lack the understanding of self-disposition, and live under pressure and competition, lack the natural growth that enables their character to develop healthily.

Whether parents’ beliefs in children’s learning will bring about a positive impact, it really needs to be carefully explored.

References

Epstein, J.L. (1985). Home-school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62, 18–41.

Goldenburg, C. (1989). Making success a more common occurrence for children at risk for failure: Lessons from Hispanic first graders learning to read. In Allen, J. F. & Mason, J. M. (eds.), Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners. Portsmouth, NH: Heinemann.

Ho, P.K.K. (1987). Public education for high school Chinese students: Assimilation into American society. Unpublished doctoral dissertation, University of Massachusetts.

Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23, 235–243. (ERIC Document Reproduction Service No. ED508447).

Huang, H., & Chiu, L. (1991). Moral and civic education. In Smith, D. C. (eds.), The Confucian continuum: Educational modernization in Taiwan. New York: Praeger.

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