What are the effects of the shell family on the children and the parents themselves

The family is the earliest living environment after a person is born, the earliest living world that young children come into contact with, and the most important place where they grow up. They also spend the most time with their parents throughout the day, and Kingsbury has said, "Parents are the first teachers of their children, and as such they have the strongest and most far-reaching influence on their children's lives, standing on the front lines of value provision, attitude formation, and information giving." Family experiences have a significant impact on children's behavioral development. The place where children live and learn before they go to school is mainly at home, therefore, home education is also a pre-preparation for school education, and children's good preparation at home before they learn will naturally help them to excel in school. After children go to school, they rely on their parents for financial support, and spiritually they need their parents' encouragement. After school, the main environment for life is also at home, so it is natural that the family continues to influence children's learning. Gambell pointed out that: the factors affecting the academic achievement of Asian American gifted students, the largest for the students themselves, accounting for 67%, followed by parents accounted for 30%, the third is the teacher accounted for 3%, and their own factors, efforts accounted for 78%, ability accounted for 22% of the above factors, the ability to be affected by parental inheritance, and efforts by the parents' expectations and parenting styles, has been confirmed by surveys, experiments and comparative studies. When researching the development of children with excellent qualifications, Temon found that the level of future achievement of children with excellent qualifications has a close relationship with their parents' upbringing, and that good parental upbringing is a good foundation for the development of children with excellent qualifications and their future achievement. Munch also pointed out. Gifted young people must have lofty goals and ideals to have achievements, must be in a supportive environment in order to achieve extraordinary. The above information illustrates the importance of family influence. Since the beginning of children's acquisition of parental genes at birth, they live in the environment created by their parents, and are influenced by their parents' knowledge, values, habits, upbringing, parent-child relationship and other factors, as well as interacting with factors outside of the family, which directly and indirectly affect children's later development and achievement. The family factors affecting student achievement are quite complex, with social and economic status, values, parental expectations, and parenting styles all being closely related and interrelated to children's achievement. For example, social and economic status influences parenting styles, values and expectations, while values are also related to expectations and parenting styles, and the interconnectedness of these influences may determine children's motivation and effort to achieve. Many studies have shown that family social and economic status and parental expectations are positively related to children's achievement, and parenting style is also an important factor in children's achievement. However, this is not absolutely true and there are certainly some special cases. The following are the factors affecting children's success in terms of family social and economic status, family values, parents' expectations and children's efforts, and parents' parenting styles.1. The influence of social and economic status has a direct impact on children's physical and mental development. In terms of parents' educational level, parents with a high level of education have a high level of awareness of and concern for children's education, and are therefore diligent in absorbing new educational theories and concepts and applying them to the education of their children. Parents with high education level may be engaged in more specialized occupations, and their knowledge and skills in their occupations will invariably influence their children, who will unconsciously absorb new knowledge through their parents' influence, thus contributing to their children's all-round development. According to the economic standard, families with high economic standard can provide their children with more cultural stimulation, such as books, traveling, etc., so that the children can get high cultural stimulation at a young age, and other things such as education, music, and health care are also more thorough, which will help the children to grow up healthily. Many scholars have studied kindergarten, elementary, middle school, high school, and gifted students and have found that the higher the social and economic status of the family, the faster the child's language development, the higher the level of self-assurance, and the more clearly their academic achievement is related to the social and economic status of their parents. Although these relationships are confirmed by many statistics, they do not prove that there is a definite relationship between the development of students and the social and economic status of their parents, and the fact that some parents have a high social and economic status does not guarantee that their children will be properly cared for, but it often creates family problems, such as parental quarrels and neglect, which impede the children's normal development. Social and economic status is important, but the family atmosphere and harmony and warmth, more positive flagship social and economic status of the positive full play. White, an American scholar, analyzed the literature on social and economic status and academic achievement and found that social and economic status is related to the determination of academic achievement, and the correlation coefficient is as high as 0.73, but the correlation coefficient is only 0.22 if individual students are used to calculate the correlation coefficient. In addition, it is often regarded as a factor affecting the family atmosphere, and the correlation with the individual student's achievements is as high as 0.55. White also points out that five variables commonly used to represent family climate are the family's attitude toward education, the family's reading material, the family's stability, the parents' expectations of their children, and the family's participation in cultural activities. Cairoz points out that gifted students are often the product of stable families. Zhou Liduan also pointed out that a harmonious family atmosphere can give children a sense of security, so that they can engage in their own activities and explore their surroundings without fear, and their potential can be fully realized. The above shows that the family's social and economic status is certainly related to the child's achievements, but such a correlation is not absolute, social and economic status outside of other family influences, still can not be underestimated, and must be given sufficient attention. 2, the influence of family values a person's behavior is often affected by their values, they believe that what is important, they will try to do. A parent who attaches importance to education will not only try to do what is helpful to the child's education, but also instill and educate important values in daily family life. Parents who value labor often teach and encourage their children to love work by being thrifty and working hard. Parents need to support their children's achievements, and when their children's academic progress is valued by their parents, the children's interest in learning naturally increases. Su Qingshou pointed out that the good behavior of parents is a model for their children, and the formation of a positive atmosphere in the family, the pursuit of excellence in achievement, children in a long period of time under the influence of good family culture, will naturally benefit greatly. Children often maintain a strong motivation to learn, and their achievements are recognized and praised by their parents, creating a virtuous cycle that will last for years and years. Gallagher also pointed out that in education, children's motivation and efforts are y influenced by the values of their families, and that emphasizing learning as an important cultural value can generate positive forces. Bloom once conducted a study of 120 outstanding people in the United States and found that the family environment of these outstanding people had values that emphasized achievement and hard work. Their parents believed in the importance of hard work and doing one's best. They used their time well, planned their work well, set standards for completion, and valued discipline, hard work, and a sense of accomplishment, which can be called "achievement values. Parents expect their children to learn and practice these achievement values, and they continue to teach them by example, thus creating the style of these party flags. The Chinese have always emphasized family education. For example, the story of "Mencius' mother's three moves" is a familiar one to street vendors; the Chinese also say that "if you don't teach your children, it's your father's fault"; and that "teaching by words is not as good as teaching by example". Many of the values of traditional Chinese culture, even overseas, are considered to be the main reasons for the outstanding achievements of Asian American students. The educational achievements of Asian American students are reflected in the high school attendance rates and the significant enrollment of Asian students in prestigious American universities. As a result of the outstanding achievements of Asian students, they have been hailed by American academics as a "modelminority" in the United States. The reason for this is that many scholars have emphasized that this is due to traditional Chinese family cultural values, such as the importance of family values, respect for teachers, diligence, a penny for a penny, and modesty and not complacency. In a series of analytical studies, Caplan and his colleagues found that high-achieving Asian students often come from families where traditional cultural values, such as the importance of family education, are more evident. These previous statements, in explaining the educational achievement of Asian American students, are called culturaldeterminism, which suggests that achievement is a natural consequence of particular cultural characteristics. The above statements illustrate the importance of homeschooling values. A value that contributes to a child's achievement is one in which parents emphasize the importance of education as well as their children's schooling; parents are hardworking and encourage their children to work hard; parents are respectful of their teachers, humble and not complacent, and demand that their children be good students; and parents emphasize family life and focus on their children's education and development as the center of their lives. The influence of traditional cultural values is not only emphasized by scholars in China, but also overseas, and is seen as the key to the excellent performance of Asian American students.3. Parents' Expectations and Children's EffortsParents all over the world hope that their children will be successful and make great achievements. Although not every child will have outstanding achievements, parents still hold unlimited expectations for their children, and constantly teach and urge their children to develop in a certain direction, either verbally or in other ways in their children's lives. Parents are the primary financial and emotional support for their children, and because of the influence of bonding and spending time with them, it is natural for children's development to be influenced by their parents' expectations. Children who believe that their parents believe they will do well may seriously support the realization of their parents' wishes. Research has found that the development of children's abilities and academic achievement are positively related to their parents' expectations. Parental expectations may influence children's achievement through children's achievement motivation. Parents who demand or expect more from their children, and at the same time encourage their children when they succeed and penalize them when they fail, have higher achievement motivation; on the other hand, parents who demand less from their children and expect less from their children have lower children's achievement motivation. Parents' behavior is often related to their expectations of their children, and parents who have higher expectations of their children often spend more time with their children and pay more attention to their children's education. After analyzing the relationship between parental expectations, children's expectations, and children's achievement in language and mathematics, Entwisle and Hayduck showed that, controlling for IQ*, children with higher parental expectations outperformed children with lower parental expectations, but that the difference was not a direct function of parental expectations, but more likely a result of parents adding specific activities to improve their children's achievement, i.e., parental expectations. However, this difference is not a direct effect of parental expectations, but is more likely to be the result of parents adding specific activities to enhance their children's achievement, i.e., parental expectations are made known to the children. Mr. Ching-Shou Su pointed out that the level of children's academic achievement is directly related to the parents' expectations for their children's success and the extent to which they are regularly involved in their children's academic activities. Parental expectations are important because they are associated with behaviors that affect children's achievement; therefore, all other factors being equal, it can be expected that parents who have higher expectations of their children will be more active in their children's education. Parental expectations are often the goal of children's endeavors due to affection and the financial and emotional support they receive from their parents, as well as the parents' power to reward and punish them. Higher parental expectations, coupled with more positive parenting attitudes, are likely to result in higher levels of child achievement. Parental expectations are certainly related to children's achievement, but the key to children's achievement should still lie in their own motivation and efforts. Studies of traditional or outstanding achievers have found that success is not accidental, but is the result of long-term efforts

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