“Tiger mom” parenting boosts teens’ cognitive skills but undermines emotional development, study suggests

Recent research published in Economics and Human Biology found that when mothers hold dominant positions in their children’s educational decisions, they are more likely to adopt a “tiger mom” approach. This parenting style is associated with enhanced cognitive performance and academic achievement in adolescents but may hinder the development of non-cognitive skills and reduce investment in leisure time.

“Tiger moms” are mothers who practice strict, high-expectation parenting styles. The term became widely known through Amy Chua’s 2011 book Battle Hymn of the Tiger Mother. This approach is often associated with East Asian parenting, particularly in Chinese or Chinese-American households.

Tiger moms emphasize academic excellence, discipline, and obedience. They enforce rigorous study schedules and often restrict recreational activities. Supporters argue that this style fosters work ethic, perseverance, and achievement, while critics warn it may contribute to anxiety, low self-esteem, and strained parent-child relationships. Research on its effects has produced mixed results, with some children thriving under such pressure and others experiencing emotional or behavioral difficulties.

Study author Chengkui Liu and colleagues sought to examine how maternal dominance in educational decision-making affects adolescent human capital—a term that encompasses the knowledge, skills, and attributes that contribute to a person’s productivity and life outcomes.

The researchers analyzed data from the 2014 wave of the China Family Panel Studies (CFPS), a nationally representative longitudinal survey covering 25 provinces, municipalities, and autonomous regions in China. While the CFPS has been conducted regularly since 2010, the 2014 wave was used because it includes detailed data on household decision-making.

Cognitive ability was assessed using standardized word memory and math tests. Non-cognitive ability was measured using indicators related to the Big Five personality traits: conscientiousness, agreeableness, extraversion, openness, and emotional stability. Maternal dominance was defined based on whether the mother reported having the final say in decisions about the child’s education.

The results showed that approximately 49% of mothers reported having decision-making authority over their child’s education. Children of these mothers, on average, scored higher on cognitive ability tests but lower on measures of non-cognitive traits compared to those whose mothers did not have such authority.

Girls tended to outperform boys on cognitive measures, although there were no significant gender differences in non-cognitive outcomes. The researchers found that maternal dominance was linked to increased parental time spent on daily care and homework supervision, greater provision of academic resources, and reduced time spent on leisure activities. However, there was no corresponding increase in emotionally responsive parenting or activities aimed at social or emotional development.

“It is clear that as mothers have the decision-making authority in children’s education, parents allocate more time to daily care and homework tutoring and provide additional extracurricular learning resources for adolescents, ultimately enhancing their cognitive abilities,” the authors wrote. “Meanwhile, parents tend to be more demanding. Conversely, the mothers’ dominance in the children’s educational decisions results in reduced investment in leisure time, with no statistically significant effects on parents’ responsiveness and activities related to talent development, mental growth, and parent-child bonding. The above three mechanisms indicate that when mothers hold dominant positions in their children’s educational decisions, they are more likely to adopt a ‘tiger mom’ approach to fostering their children’s human capital development.”

While the study offers important insights into parenting and developmental outcomes in China, the correlational nature of the analysis limits the ability to draw firm conclusions about causality. Additionally, the use of Big Five personality traits as a proxy for non-cognitive ability, though common in psychological research, remains subject to debate regarding its comprehensiveness and validity.

The paper, “Cognitive or non-cognitive? The effect of maternal dominance on adolescent human capital: Evidence from adolescents’ educational decisions,” was authored by Chengkui Liu, Feirong Ren, Liuyi Yang, Wei Fan, and Xiongcai Huang.