The relationship of parents’ class background and students’ academic development

Ka Wun LEE

Research output: ThesisHonours Projects (HP)


This research examined 2 factors—family class background and parenting styles, in relation to students’ academic development (focus on learning motivation). Associate degree students in Hong Kong are the target group, and 8 students with associate degree background were joined the in-depth interview.The main finding showed that middle and upper class students got higher learning motivation and better academic development than working class students. Middle and upper class students usually got more economic resources which were helping their academic development. Authoritative parenting style was found to be positive related to intrinsic motivation orientation and better students’ academic development, and most of the upper class families are authoritative style. Working class are more likely uninvolved and authoritarian parenting styles, it shows negative association with academic motivation and development. Authoritarian parenting style leading to students’ anxiety which is lowering students’ academic motivation and self-confidence on school works. In addition, family influence was mainly affecting students’ academic development during their childhood period (before secondary school period). On the other hand, it is surprisingly that peer influence was a significant factor of learning motivation, especially when students were studying an associate degree. The intrinsic learning motivation of associate degree students was also discussed.
Original languageEnglish
QualificationBachelor of Arts (Honours)
  • TO, Wai Chun, Clara 杜維真, Supervisor
Publication statusPublished - 2021


  • Honours Project (HP)
  • Bachelor of Arts (Honours) in Liberal Studies Education (Four-year Full-time)
  • Programme code: A4B071
  • Course code: SSC4240


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