Social Identity Theory

Not only is this a way to maintain a sense of unity, but this is also a form of group identification that strengthens their willingness to assist their families (Telzer & Tsai et al. 76). Group identification which follows the Social Identity Theory by Tajifal state this. Due to this way of thinking, children are more concerned with family unity, rather than completing independent goals. When students have a selfless mindset of putting others before oneself, they place themselves in a complicated situation that can either result in performing poorly on a personal task such as a school assignment or risking to strain the relationship between a tight-knit family. Dennis interviewed the parents of students and obtained their views on collectivistic …show more content…
This result illustrates how there could be an interpersonal conflict between the parent and student at home and on school based issues and ideas. When views between parents, teachers, and students are different, could result in a large impact on the students' studies. This is because students would have to make a decision on competing ideas such as upholding the family unity or supporting independence in school or personal goals. This notion illustrates the necessity of maintaining a close bond between the three groups of people. The results were close to what the researchers had expected such as cultural conflict with teachers,parents, and students. One limitation is that the study is difficult to replicate because of the specific races and background of the teachers, parents, and students. Not all participants were similar in that some teachers and parents immigrated during adulthood or childhood and the racial backgrounds of the teachers at the private school were not all the alike.  Students who have trouble communicating with their parents are less likely to form close ties with their teachers, resulting in lower academic achievement. A close communication between a teacher and a parent is characterized by increase in achievement motivation resulting in higher student achievement (Hughes & Kwok 2). Furrer and Skinner (2003) also supports the idea that children with dependable parent relationships form closer ties with teachers compared to kids who have relationship problems with parents. When there is a communication or family issue, it is harder for the student to develop close relationships with teachers (50). This, again, reinforces the concept of maintaining a good relationship between the teachers, students, and parents to open up more academic opportunities and possibly result in higher academic achievement. Saft & Pianta (2001) conducted a study which