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Abstract

Parent-teacher communication has great influence on children’s school performance. Using Walker et al.’s model of parent involvement as a theoretical framework, this study investigated Chinese immigrant parents’ communication experience with teachers and the psychological factors that influenced such communication. The study collected data through survey and revealed that Chinese immigrant parents recognized their responsibility to maintain regular communication with school teachers and believed that such communication could bring beneficial outcomes to their children’s education. The study found that Chinese immigrant parents had more frequent communication with teachers than those recorded in previous literatures. Among the five psychological factors, communication self-efficacy seems to have the strongest relation with parents’ communication behaviors.

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