In the ever-evolving landscape of China's education system, the gap between the rural and urban was always an important issue, not only the multifaceted interplay of parental involvement, student self-engagement, and academic performance. This study utilized a comprehensive national survey dataset through a thorough understanding of cultural nuances and educational intricacies specific to the Chinese context. Its aim was not only to decipher the underlying constructs of parental involvement and student self-engagement but also to investigate how these factors impacted academic achievement among students. The research unfolded in several stages using a representative sample of 10750 students from 112 schools in the China Education Panel Survey for the Academic Year 2013-15. Initially, through meticulous factor analyses, reliable constructs for parental involvement and student self-engagement were established. The study then rigorously assessed the stability and consistency of these constructs across diverse perspectives, incorporating parents' vs. children’s and two-time points’ data to enrich the understanding. The research probed the intricate web of causal relationships among parent involvement, student self-engagement, and academic achievement by employing a sophisticated structural equation model. The findings illuminated the major dimensions of parental involvement and student self-engagement, offering insights into their stability over time and from different vantage points. The results unraveled the nuanced dynamics of how these factors collectively shaped academic outcomes and how parental involvement plays important roles, especially the parents’ expectations. Additionally, exploring the rural-urban gap underlined the socio-educational disparities that underscore China's educational landscape. The results uncovered the moderate effects of Hukou. Agricultural Hukou students faced enormous challenges in academic performance, indicating the impact of socioeconomic disparities and institutional differences. It highlighted the significance of understanding the intersections of parental involvement and Hukou's influence on academic outcomes, urging targeted interventions for equitable education access in the Chinese context.
","abstract_html":"<p>In the ever-evolving landscape of China's education system, the gap between the rural and urban was always an important issue, not only the multifaceted interplay of parental involvement, student self-engagement, and academic performance. This study utilized a comprehensive national survey dataset through a thorough understanding of cultural nuances and educational intricacies specific to the Chinese context. Its aim was not only to decipher the underlying constructs of parental involvement and student self-engagement but also to investigate how these factors impacted academic achievement among students. The research unfolded in several stages using a representative sample of 10750 students from 112 schools in the China Education Panel Survey for the Academic Year 2013-15. Initially, through meticulous factor analyses, reliable constructs for parental involvement and student self-engagement were established. The study then rigorously assessed the stability and consistency of these constructs across diverse perspectives, incorporating parents' vs. children’s and two-time points’ data to enrich the understanding. The research probed the intricate web of causal relationships among parent involvement, student self-engagement, and academic achievement by employing a sophisticated structural equation model. The findings illuminated the major dimensions of parental involvement and student self-engagement, offering insights into their stability over time and from different vantage points. The results unraveled the nuanced dynamics of how these factors collectively shaped academic outcomes and how parental involvement plays important roles, especially the parents’ expectations. Additionally, exploring the rural-urban gap underlined the socio-educational disparities that underscore China's educational landscape. The results uncovered the moderate effects of Hukou. Agricultural Hukou students faced enormous challenges in academic performance, indicating the impact of socioeconomic disparities and institutional differences. It highlighted the significance of understanding the intersections of parental involvement and Hukou's influence on academic outcomes, urging targeted interventions for equitable education access in the Chinese context.</p>","abstract_has_math":false,"creators":["Wu, Cuirong"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Duan Zhang","P. Bruce Uhrmacher","Samuel Kim","Devadrita Talapatra"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-15T07:00:00Z","date_published":"2015-06-15T07:00:00Z","updated_at":"2026-07-24T02:01:48Z","subjects":["Hukou","Invariant test","Parental involvement","Structure equation model","Student academic achievement","Student self-engagement","Asian Studies","Chinese Studies","Education","Educational Assessment, Evaluation, and Research","Other Statistics and Probability","Physical Sciences and Mathematics","Statistical Models","Statistics and Probability"],"languages":["English (eng)"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/2403"],"dc:language":["English (eng)"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Hukou","Invariant test","Parental involvement","Structure equation model","Student academic achievement","Student self-engagement","Asian Studies","Chinese Studies","Education","Educational Assessment, Evaluation, and Research","Other Statistics and Probability","Physical Sciences and Mathematics","Statistical Models","Statistics and Probability"],"dc:title":["Parental Involvement, Students' Self-Engagement, and Academic Achievement: A Structural Equation Model"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:01:48Z"}