Parental involvement in adolescents’ learning has been linked to high academic achievement, yet few studies have examined its reverse relationship at the same time and the potential mechanisms that underly these associations. To address this research gap, this study investigated the reciprocal relationship between parental involvement and academic achievement as well as the mediating role of adolescents’ academic engagement among Chinese adolescents. In addition, the current study explored whether these relationships varied by gender. Using a longitudinal design, a total of 2381 secondary school students (48.8% girls, Mage = 13.38 ± 0.59) participated in the study. The results found significant positive directional effects from academic achievement to parental involvement among total sample, but not vice versa. The cross-lagged effect from academic achievement to parental involvement only existed among adolescent girls. Bootstrap analyses in the total sample revealed that parental involvement was related to academic achievement through the indirect effects of adolescents’ behavioral engagement. In terms of gender differences, behavioral engagement totally mediated the path from academic achievement to parental involvement for boys, while no significant mediation effect was found for girls. These results have provided empirical evidence of the evocative role of adolescents’ academic characteristics on parenting behaviors and the double-edged effect of parental involvement on adolescents’ academic performance, they also suggest that further research is needed to explore effective and appropriate ways for parents to get involved in adolescents’ learning in order to promote their children’s academic achievement.

Parental Involvement in Adolescents' Learning and Academic Achievement: Cross-lagged Effect and Mediation of Academic Engagement.

The adverse impact of a low family socioeconomic status (SES) on rural-to-urban migrant children’s academic achievement has been widely demonstrated. However, knowledge regarding the mechanisms und...

Family Socioeconomic Status, Educational Expectations, and Academic Achievement Among Chinese Rural-to-Urban Migrant Adolescents: The Protective Role of Subjective Socioeconomic Status:

The psychology of lay beliefs about economic mobility

The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement

Motivational beliefs of urban and rural students in English as a foreign language learning: the case of China

Background Low family socio-economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. Aims The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross-sectional data. Sample and methods A total of 815 fourth- to sixth-grade children were recruited from five elementary schools in China. Family SES (measured by parents' education, parents' occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children's academic achievement was collected from their teachers. Results The results showed that (1) both family SES and parental academic involvement were positively correlated with children's Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children's Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children's Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children's parents who reported high levels of subjective social mobility. Conclusions These findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.

Family socio-economic status and children's academic achievement: The different roles of parental academic involvement and subjective social mobility.

The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated ...

Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility:

Typhoons and typhoon waves can cause disasters in coastal areas around the world. The Taiwan Strait often experiences typhoons, especially in summer. Numerical models have been adopted to predict typhoons and reduce losses. The Weather Research and Forecasting (WRF) model is widely used in typhoon simulations, and the Simulating WAves Nearshore (SWAN) model performs well in wave simulations. However, significant uncertainty remains in terms of choosing suitable WRF physical parameterizations in different situations. To evaluate the effect of WRF physical parameterizations on wind and wave simulations, 27 simulation experiments were designed. Three typhoon events (Goni, Dujuan, and Meranti) with different tracks that influenced the Taiwan Strait were simulated. Three parameters (wind speed, wind direction and significant wave height) were assessed using Taylor diagrams, and it was found that the best simulation experiment changed according to typhoon tracks and physical parameters. In wind speed simulation, the best simulation experiment is 12 for typhoon Dujuan and 19 for typhoon Goni and Meranti. From the perspective of wind direction simulation, experiments 26, 23, and 2 performed best for typhoons Goni, Dujuan, and Meranti. And experiments 19, 1, and 20 had the best performances in significant wave height simulation for typhoons Goni, Dujuan, and Meranti. The WRF-SWAN model using the best simulation experiment reduced the error and exhibited good performance in the wind and wave simulations. Skill scores of three parameters were all over 70 for typhoon Goni and 80 for typhoon Dujuan and Meranti. The applicability of the best simulation experiments was demonstrated in typhoon simulations with similar tracks. The accuracy of the wave simulation depended on wind speed, wind direction, and their interaction. In addition, a scheme’s sensitivity changed with different typhoon tracks. This study provides references for designing physical parameterizations for use with the WRF-SWAN model, which may help to simulate typhoons and typhoon waves in the Taiwan Strait more accurately in the future.

https://www.mdpi.com/2073-4441/15/8/1526/pdf?version=1681395331

Lei Wang

Papers

Family socio-economic status and children's academic achievement: The different roles of parental academic involvement and subjective social mobility.

Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility:

Evaluation of the Effect of WRF Physical Parameterizations on Typhoon and Wave Simulation in the Taiwan Strait

An Uncommon Cause of Gastric Perforation