Explaining Chinese students' academic motivation: filial piety and self‐determination

By E. Hui, Rachel C. F. Sun, Stephen Sau‐Yan Chow, M. Chu. 2011

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Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “(Hui et al., 2011), and family obligation (Fuligni, 2001).”
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research (2016, background): “Self-determination theory hypothesizes that social contexts that satisfy these three needs will enhance intrinsic motivation, well-being, and achievement (Beiswenger and Grolnick 2010; Grolnick et al. 2002; Hui et al. 2011), whereas contexts that undermine these needs will diminish adaptive function”
When Academic Achievement Is an Obligation (2014, background): “For instance, through internalization, goals that are initially imposed externally on students by parents can be incorporated within the students’ own system of goals and values (Hamilton, Blumenfeld, Akoh, & Miura, 1990; Hui et al., 2011; Lepper, 1983).”