Influences of Parenting Style and the TeacherStudent Relationship on SelfDirected Learning of High School Students: The Mediating Effect of Core SelfEvaluations The paper takes the high school students as the research object, discusses the factors influencing the selfdirected learning of such a special group, selects 306 high school students from Yunnan Province and Xiamen City, studies the relation between the studentsu0027 parenting style, the teacherstudent relationship and the studentsu0027 selfdirected learning by means of questionnaire survey, explores the mediating effect of the core selfevaluations therein, and conducts the data analysis with softwares SPSS22.0 and AMOS22.0.The results of the study confirm the psychological mechanism that the parenting style and the teacherstudent relationship do have an influence on the selfdirected learning of high school students and that the core selfevaluations plays a partial role in mediation of their relation, which have proposed some suggestions on the high school studentsu0027 selfdirected learning.

A Correlational Study between the Parent and the Teachers SelfReported Assessments on the Childs Performance Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the childrenu0027s education is an important predictor for childrenu0027s academic success. However, less is studied about how parents in a developing country context could engage in their childrenu0027s education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the childu0027s subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the selfreported assessments by the parents and the teachers about the childu0027s understanding of a particular subject through Likertscale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parentu0027s subjective assessment and the childu0027s actual test score was found to be poor. Surprisingly, we also found the same for teacheru0027s subjective assessment and the childu0027s actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.