https://www.techscience.com/IJMHP/v23n4/45334/pdf

The Relationship among Chinese Adolescents’ Parental Involvement, Core Self-Evaluation and School Adaptation

This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student’s mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student’s mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students’ mathematics achievement through their children’s mental health and mathematics self-efficacy.

Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy.

To investigate the relationships among child psychological abuse and neglect (CPAN), children’s learning engagement, family socioeconomic status (family SES), and children’s academic achievement, 271 children (Mage = 9.41 ± 0.81 years old) and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children’s learning engagement at T1 and academic achievement at T2. The association between learning engagement and academic achievement was stronger among children from lower family SES. Our findings highlighted the negative impact of CPAN and the critical role of learning engagement in children’s academic achievement, especially for those from low SES families.

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Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model

Background: Parental involvement is one of the most important factors affecting students’ academic learning. Different families seem to show similar parental involvement patterns. This study employed a representative sample of 12,575 seventh- and eighth-grade Chinese students’ parents to explore the patterns of parental involvement. (2) Methods: Latent class analysis (LCA) was used to identify different parental involvement styles in children’s studies at home. Discriminant analysis, MANOVA, post-hoc tests, and effect size were used to verify the LCA results. (3) Results: Four distinctive latent class groups were identified and named: supportive (20%), permissive (54%), restrictive (8%), and neglectful (18%). A discriminant analysis supported the LCA group classification results. The MANOVA results indicated statistically significant differences between the four latent classes using the set of predictor variables. The post-hoc test results and effect sizes showed that the predictor variables had substantial differences among the four latent class groups. Parental education and family income showed statistically significant links to these four parental involvement styles, which, in turn, were linked to students’ academic achievement according to the MANOVA, effect sizes, and post-hoc test results. (4) Conclusions: Parental involvement styles in children’s learning at home can be identified and categorized into four different latent class styles.

/pdf/latent-class-analysis-to-identify-parental-involvement-123hv99a.pdf

Latent Class Analysis to Identify Parental Involvement Styles in Chinese Children’s Learning at Home

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents' school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents' school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students' school engagement. Limitations and future directions are discussed.

/pdf/school-engagement-and-context-a-multilevel-analysis-of-1fz8e9gvpt.pdf

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

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.

Quanquan Wang

Papers

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