Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Liu, Xiaohong; Zhao, Li; Su, Yu-Sheng

doi:10.3390/ijerph19010615

Cited by 25 publications

(31 citation statements)

References 64 publications

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“…According to previous research, PSE moderated the association between parents’ positive perceptions (e.g., individual teacher invitations and general school invitations) and children’s achievement. Parents’ self-efficacy also plays a mediating function in parents’ negative emotions (e.g., parental stress) and parenting practice behaviors, according to previous research, which can help to mitigate the detrimental impact of parents’ emotions on parenting practice behaviors ( Liu et al, 2022 ).…”

Section: Research Literaturementioning

confidence: 91%

“…Those parents are attempting to mold their children’s cooperative and sensitive behavior. They are aware of their children’s thoughts, feelings, and attitudes, and they treat them with respect ( Liu et al, 2022 ). The norms of authoritative parenting, which are widely regarded as the most ideal kind of parental care and attitudes, are open, obvious, and debatable.…”

Section: Research Literaturementioning

confidence: 99%

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Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy

Kong

Yasmin

2022

Front. Psychol.

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The current study examined the impact of parental style on early childhood learning, as well as the role of parental self-efficacy (PSE) as a mediating factor. In the domains of education and psychology, it is increasingly recognized that parents have a considerable impact on their children’s learning and development. Purposive sampling was used and data was gathered over 3 months from school children’s parents. Hypotheses were tested using smart partial least squares-structural equation modeling (PLS-SEM v3.2.8) software. The findings of the present study reveal that an authoritative parenting style is positively associated with learning outcomes among Chinese students. Moreover, the mediating role of parental self-efficacy has been tested and proved to be a potential mediator between parental style and children’s learning outcomes. High PSE is linked to parents’ adoption of a variety of optimum parenting practices throughout childhood, including maternal sensitivity and responsiveness to children’s needs, warm and affectionate parental behavior, and monitoring. Hence, low PSE has been linked to coercive or harsh parenting as well as a proclivity to give up easily when faced with parental difficulties. In China, further study is needed on the relationship between parenting style, parental self-efficacy, and learning outcome. Future parenting programs could also focus on raising parents’ understanding of the need for both parents’ involvement in expressive activities and mentoring. This could help them boost their parenting self-efficacy even more. Lastly, the implications for parents, children, and teachers are discussed.

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Section: Research Literaturementioning

confidence: 91%

Section: Research Literaturementioning

confidence: 99%

Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy

Kong

Yasmin

2022

Front. Psychol.

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“…The participants were college students from four universities in Anhui Province, China, which were planning to construct AIassisted learning environments. A questionnaire was developed to be sent to an online survey website named Questionnaire Star (www.wjx.cn), an online survey tool commonly used in many studies (Liu et al, 2022;Zhu et al, 2022). It supports easy access for senders and receivers via a web address.…”

Section: Participantsmentioning

confidence: 99%

Exploring Factors of the Willingness to Accept AI-Assisted Learning Environments: An Empirical Investigation Based on the UTAUT Model and Perceived Risk Theory

Zhang²,

Li³

et al. 2022

Front. Psychol.

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Artificial intelligence (AI) technology has been widely applied in many fields. AI-assisted learning environments have been implemented in classrooms to facilitate the innovation of pedagogical models. However, college students' willingness to accept (WTA) AI-assisted learning environments has been ignored. Exploring the factors that influence college students' willingness to use AI can promote AI technology application in higher education. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the theory of perceived risk, this study identified six factors that influence students' willingness to use AI to analyze their relationships with WTA AI-assisted learning environments. A model including six hypotheses was constructed to test the factors affecting students' WTA. The results indicated that college students showed “weak rejection” of the construction of AI-assisted learning environments. Effort expectancy (EE), performance expectancy (PE), and social influence (SI) were all positively related to college students' WTA AI-assisted learning environments. Psychological risk (PR) significantly negatively influenced students' WTA. The findings of this study will be helpful for carrying out risk communication, which can promote the construction of AI-assisted learning environments.

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“…Details can be found in Table 2 . The findings are presented in accordance with the format commonly adopted in quantitative studies including those published in the International Journal of Environmental Research and Public Health [ 7 , 89 ].…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of a Leadership Subject Using a Hybrid Teaching Mode during the Pandemic: Objective Outcome and Subjective Outcome Evaluation

Chai

Shek

2022

IJERPH

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Positive youth development (PYD) is an innovative approach to protect students from mental health problems and promote their positive and holistic development. Although there are many studies on the beneficial effects of PYD programs on youth in high school and community contexts, it is not clear whether subjects adopting PYD principles can promote positive development for university students. Moreover, it is unclear whether such subjects are effective under COVID-19, where subjects are commonly taught via the “hybrid” mode (i.e., face-to-face plus online teaching). The present study examined students’ changes in the PYD, wellbeing, and desired graduate attributes after they had taken a leadership subject utilizing PYD principles taught by the “hybrid” mode (N = 630). Adopting the one-group pre-test and post-test design (i.e., objective outcome evaluation), we found that students showed significant positive improvement in PYD indicators, wellbeing, as well as desired graduate attributes. Additionally, students had high satisfaction with the course design and teaching staff, and perceived many benefits from this subject based on the subjective outcome evaluation conducted at the end of the subject. Results also showed that students’ satisfaction with the curriculum significantly and positively predicted their positive change in PYD indicators, indicating the convergence of subjective outcome evaluation and objective outcome evaluation. The results highlight the positive impacts of the hybrid mode leadership subject with PYD principles in higher education.

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Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Cited by 25 publications

References 64 publications

Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy

Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy

Exploring Factors of the Willingness to Accept AI-Assisted Learning Environments: An Empirical Investigation Based on the UTAUT Model and Perceived Risk Theory

The Effectiveness of a Leadership Subject Using a Hybrid Teaching Mode during the Pandemic: Objective Outcome and Subjective Outcome Evaluation

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