Relationship between Parent-Child Communication and Childrenʼs Academic Achievement

Abstract

Using data from parent-child panel survey, this study examined the relationship between parent-child discussions and childrenʼs academic achievement in Japan. The estimation results of the fixed effects model demonstrated that mother-child discussions about studies and grades were almost consistently positively associated with childrenʼs academic achievement, with a few exceptions. Discussing studies and grades with fathers were positively associated with the academic achievement of elementary school girls and junior high school boys. Among the elementary school students, mother-child discussions about friends were positively associated with academic achievement only for girls whose mothers were non-college graduates, suggesting that the patterns of parent-child relationships that lead to higher academic achievement differ by class and gender. Discussing future and career paths was negatively associated with junior high school studentsʼ academic achievement only among girls whose parents were non-college graduates, suggesting that this difference may be related to educational inequalities in Japan.