Academic socialization model: Understanding Chinese children's academic self-concept and the role of academic achievement

Abstract

Although symbolic interactionism sheds light on how parents may impact their children's behaviors and outcomes through socialization, it has been underutilized in research and theorizing on Chinese parents' role in their children's academic development. Because work considering academic socialization holistically in Chinese families is limited, we use symbolic interactionism to propose a model that advances this theory by incorporating academic socialization as a formal construct that impacts Chinese children's academic outcomes. Specifically, we suggest that academic socialization shapes children's academic self-concept directly and indirectly through academic achievement, with variations in Chinese parents' academic socialization based on socioeconomic status. Implications for research, theory, and practice are elaborated.