Exploring the associations between parental educational expectations, careers and cultural practices and the development of non‐cognitive abilities in Chinese middle school students

Abstract Background Assessments of academic achievement, job productivity and numerous other sectors place a significant emphasis on non‐cognitive abilities. Thus, Chinese parents are increasingly concentrating on their children's non‐cognitive abilities. However, factors such as parental educational expectations, careers and cultural practices may significantly influence these non‐cognitive abilities in children, yet studies on this topic are scarce. Aim This study aims to explore the associations between parental educational expectations, careers and cultural practices in the development of non‐cognitive abilities in Chinese middle school students. Methods This study uses multilevel regression analysis and data from the China education panel survey (CEPS) to examine how various parental factors relate to the development of non‐cognitive abilities. Results The findings revealed that in terms of parental educational expectations, for rural parents, the highest level of educational expectations for their child and expectations regarding where their child will live and work in the future contribute to the development of the child's non‐cognitive abilities, although the impact of future living and working locations is small. For urban parents, the highest level of educational expectations for their child, parental expectations regarding the type of job they expect their child to have in the future and parental confidence in their child's future also influence these abilities, though such impacts are minor. Furthermore, regarding parental careers, for both rural and urban parents, mother's career, writing desk at home, having some books at home and computer and internet access at home contribute to the development of non‐cognitive abilities. However, the influence of the father's career on this development is minimal. Moreover, with respect to parental cultural practices, for both rural and urban parents, factors such as the availability of community facilities, parental participation in extra‐curricular or cram school courses, parental care and strictness regarding the child's homework and exams, behaviour at school and methods of resolving parental disagreements, as well as the time parents spend directly with their child, are conducive to fostering non‐cognitive abilities. However, the impact of community facilities is relatively minor for rural parents. Conclusion The study finds that parental educational expectations, careers and cultural practices play varying but important roles in shaping non‐cognitive abilities, with mothers' careers and home learning resources having stronger effects than fathers' careers or community facilities.