Home-based Parental Involvement and Early Adolescents’ Socio-emotional Adjustment at Middle School in China: A Longitudinal Exploration of Mediating Mechanisms

Li, Qianfeng; Cao, Zongqing; Zhao, Decheng

doi:10.1007/s10826-023-02594-0

Cited by 2 publications

(1 citation statement)

References 48 publications

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“… 28 Two types of parental participation (parent-teacher communication and parent–teacher trust) have been associated with increased adolescents’ sense of belonging, reduced adolescents’ externalizing behaviors and teacher-student conflict, and, academically, positive parent-teacher relationships. According to Li et al (2023), 29 these significantly increase adolescents’ reading achievement, classroom engagement, and overall reading achievement, suggesting that parental participation is positively correlated with adolescents’ academic achievement and psychological development. Moreover, parental participation both helps adolescents adjust to their school environments and positively predicts adolescents’ socio-emotional adaptation.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model

Zhao

2024

PRBM

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Background With the rapid changes in the social environment, adolescents are facing increasing academic pressure and challenges to their physical and mental development in the socialization process. The purpose of this study was to investigate the influence mechanisms of parental participation on adolescent behavioral development (learning persistence, expressive language ability and knowledge absorption ability), revealing the mediation role of adolescent positive and negative peer interactions between parental participation and behavioral development, and whether differences in parents and children’s educational expectations moderate this process. Methods This study was measured using the Parental Participation Questionnaire, Peer Interaction Questionnaire, Behavioral Development Scale, and Educational Expectancy Gap from the China Education Panel Survey. A total of 7730 seventh-grade students and their parents were invited to participate, to establish a moderated mediation model, and the significance of the mediation effect was tested using the bias-corrected percentile Bootstrap method. Results (1) High frequent parental participation has a significant positive effect on adolescent behavioral development, including behavioral participation, emotional participation, and educational participation all exerting varying degrees of positive influence, as well as positively influencing adolescents’ peer interactions. (2) Positive and negative peer interactions play the mediation role of 12.3% and 2.5% respectively in the process of parental participation affecting adolescent behavioral development. (3) Comparing “educational expectation gap - equal”, the “educational expectation gap - high” negatively moderates the effect of parental participation on adolescent behavioral development and positive peer interaction (inhibitory effect), the “educational expectation gap - low” positively moderates the effect of parental participation on negative peer interaction (facilitation effect), which meant that the “educational expectation gap - equal” between parents and children is a more desirable state. Conclusion These findings provide empirical support and effective operational suggestions to further promote positive adolescent behavioral development. Particularly for developing countries, it is recognized that positive parental participation and peer interaction, as well as equal educational expectation of parents and children, are protective factors for adolescent development.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model

Zhao

2024

PRBM

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The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

Martinez-Yarza,

Solabarrieta-Eizaguirre,

Santibáñez-Gruber

2024

Eur J Psychol Educ

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Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.

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Home-based Parental Involvement and Early Adolescents’ Socio-emotional Adjustment at Middle School in China: A Longitudinal Exploration of Mediating Mechanisms

Cited by 2 publications

References 48 publications

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model

The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

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