Sacrifice Current Happiness For Future Success

Some research investigated the positive impact of parental belief on childhood learning.

Research has shown that when parents are involved in their children’s education, these children will exhibit more positive attitudes toward learning, show better attendance and have better homework habits than those children without parents’ participation. (Epstein, 1985; Goldenburg, 1989).

However, some studies have pointed out that: Parents often force their children to work hard in order to ensure that the latter succeed in the existing competitive educational environment. (Ho, 1987; Ho & Crookall, 1995; Huang & Chiu, 1991).

Whether the parental belief in childhood learning will bring about a positive effect or not, this 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 Unpublished doctoral dissertation, University of Massachusetts.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.

Originally published at http://poeticmindfulness.wordpress.com on August 17, 2020.