Emotions and Parenting in Learning Among Chinese Children

Ting Wang, Qinmei Xu, Jon Fan Hu

Research output: Contribution to journalReview articlepeer-review

4 Citations (Scopus)


Learning constitutes a main developmental context for children everywhere. Learning-related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning-related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain-specific emotions is presented from a culture-specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture-specific perspective. Implications for future research are identified.

Original languageEnglish
Pages (from-to)39-65
Number of pages27
JournalNew Directions for Child and Adolescent Development
Issue number163
Publication statusPublished - 2019 Jul 3

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology


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