Table 3. Effects of Feelings of Obligation to Parents on Academic Functioning over Time.

	United States				China
	Intercept effect		Slope effect		Intercept effect		Slope effect
Academic functioning	Std.	Unstd.(SE)	Std.	Unstd.(SE)	Std.	Unstd.(SE)	Std.	Unstd.(SE)
Covariate: None
Value	.23***	.43 (.08)	.41***	2.44 (.35)	.31***	.43 (.08)	.29***	2.44 (.35)
Self-regulated learning strategies	.27***	.46 (.08)	.38***	1.70 (.24)	.25***	.46 (.08)	.28***	1.70 (.24)
Mastery orientation	.18***	.45 (.12)	.30***	2.03 (.36)	.19***	.45 (.12)	.26***	2.03 (.36)
Grades	.04	.07 (.04)	.11**	.48 (.16)	.03	.07 (.04)	.07**	.48 (.16)
Covariate: Relationship quality
Value	.28***	.69 (.14)	.33***	2.16 (.66)	.26***	.69 (.14)	.25***	2.16 (.66)
Self-regulated learning strategies	.23***	.36 (.09)	.21*	.92 (.41)	.22***	.36 (.09)	.16*	.92 (.41)
Mastery orientation	.01	.03 (.18)	.01	.07 (.90)	.01	.03 (.18)	.01	.07 (.90)
Grades	-.01	-.02 (.07)	.04	.17 (.31)	-.01	-.02 (.07)	.02	.17 (.31)
Covariate: Motivation in school to please parents
Value	.26***	.61 (.12)	.19*	.12 (.47)	.22***	.61 (.12)	.13*	.12 (.47)
Self-regulated learning strategies	.15**	.25 (.08)	.03	.11 (.38)	.14**	.25 (.08)	.02	.11 (.38)
Mastery orientation	.07	.17 (.13)	.06	.36 (.48)	.07	.17 (.13)	.05	.36 (.48)
Grades	.00	.00 (.05)	.06	.28 (.21)	.00	.00 (.05)	.04	.28 (.21)

Note. Std. = Standardized estimate; Unstd. = Unstandardized estimate. Because there was no difference between the United States and China in the intercept and slope effects, estimates are from the models constraining these effects to be equal.

^*p < .05.

^**p < .01.

^***p < .001.