Selective Reciprocity: Children's Academic Achievement and Parent–Child Communication in China

ABSTRACT Studies often portray the relationship between parental involvement and children's educational outcomes as a one‐directional causal relationship. However, children's academic achievement shapes parental behaviors, and mothers likely respond differently to children's academic performances than fathers do. This study instead considers parent–child communication, a key indicator of parental involvement, and children's academic performance as a reciprocal relationship. Drawing on panel data of middle school students in China, we test two competing theories: the compensation theory, which hypothesizes a negative relationship between children's academic achievement and parental involvement, and the rational choice theory, which argues for a positive relationship. Our findings show that parent–child communication is positively associated with children's test scores, lending support to the rational choice theory. The bidirectional relationship is evident in children's cognitive test scores, as well as in Chinese, math, and English test scores. Additionally, mothers adjust their communication involvement based on children's performance, while fathers do not. By highlighting the reactive dynamics of parent–child communication, this study underscores the interdependent nature of children's schooling outcomes and parental behavior.