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Chen X, Chen Y, Yu X, Wei J, Yang X. The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children. J Exp Child Psychol 2024; 246:105992. [PMID: 38917685 DOI: 10.1016/j.jecp.2024.105992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 05/05/2024] [Accepted: 05/15/2024] [Indexed: 06/27/2024]
Abstract
With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children's academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother-primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9-13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children's later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children's later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children's academic achievement during pandemics.
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Affiliation(s)
- Xin Chen
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
| | - Yinghe Chen
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
| | - Xiao Yu
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083, China
| | - Jun Wei
- Institute of Education, Tsinghua University, Beijing 100084, China
| | - Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
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2
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Singh L, Rajendra SJ. Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science. Dev Sci 2024:e13521. [PMID: 38661538 DOI: 10.1111/desc.13521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 04/05/2024] [Indexed: 04/26/2024]
Abstract
Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development-socioeconomic status (SES)-across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed. RESEARCH HIGHLIGHTS: We analyzed reporting and representation of socioeconomic status in published studies on early child development. A large proportion of published studies did not report any socio-economic information. Suggestions for greater attention to socioeconomic status are proposed.
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Sarah J Rajendra
- Department of Psychology, National University of Singapore, Singapore, Singapore
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3
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Wang W, Han L, Lu Q, Lv X, Liu Y, Wang D. Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation. Front Psychol 2024; 14:1289064. [PMID: 38250122 PMCID: PMC10797049 DOI: 10.3389/fpsyg.2023.1289064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 12/18/2023] [Indexed: 01/23/2024] Open
Abstract
Background Enhancing the academic performance (AP) of college students can contribute to the overall scientific literacy among this population, thereby fostering societal progress. Objective The study investigates the correlation between college students' AP and the socio-educational environment (SEE, including family, roommates, and teachers), study motivation (SM, including self-efficacy and study behaviors). Based on the research findings, recommendations are offered to students, educators, and school administrators. Settings Utilizing a stratified sampling approach, data was collected by selecting a sample of 330 first-year computer science students from a specific local university in Hebei Province, China. Methods Data will be collected through a hierarchical sampling method. Using correlation analysis, difference analysis, and structural equation modeling (SEM) as data analysis methods. The data passed reliability and validity analysis (Cronbach's Alpha = 0.88, KMO = 0.88, χ2/df = 1.49RMSEA = 0.04). Results The independent sample T-test results showed that female students had higher academic performance than male students (p < 0.001), and there was no significant difference in academic performance between students from single parent or orphan families and students from normal families (p = 0.14), from non urban areas and from urban areas (p = 0.67). The results of the mediating effect analysis indicate that SM exerts complete mediation in the association between SEE and AP, with a mediating effect value of 0.18. Conclusion The educational disparity between urban and rural areas in China is gradually narrowing. Support policies for students from impoverished families in higher education institutions are showing initial effectiveness. The conducive learning environment and educational atmosphere for students can indirectly influence their psychological state, thus impacting their academic performance during their university years.
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Affiliation(s)
- Weiqin Wang
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Lu Han
- College of Economics and Management, Hebei Agricultural University, Baoding, Hebei, China
| | - Qingjiao Lu
- Department of Basic Courses, Hebei Agricultural University, Huanghua, Hebei, China
| | - Xingjun Lv
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Yu Liu
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Dongxuan Wang
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
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Ali N, Ullah A, Khan AM, Khan Y, Ali S, Khan A, Bakhtawar, Khan A, Din MU, Ullah R, Khan UN, Aziz T, Ahmad M. Academic performance of children in relation to gender, parenting styles, and socioeconomic status: What attributes are important. PLoS One 2023; 18:e0286823. [PMID: 37967095 PMCID: PMC10651006 DOI: 10.1371/journal.pone.0286823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 05/24/2023] [Indexed: 11/17/2023] Open
Abstract
What are the effects of parenting styles on academic performance and how unequal are these effects on secondary school students from different gender and socioeconomic status families constitute the theme of this paper. A cross-sectional and purposive sampling technique was adopted to gather information from a sample of 448 students on a Likert scale. Chi-square, Kendall's Tau-c tests and hierarchical multiple regression analyses were used to determine the extent of the relationship among the variables. Chi-square and Kendall's Tau-c (Tc) test results established that the socioeconomic status of the respondent's family explained variation in children's academic performance due to parenting style; however, no significant difference was observed in the academic performance of students based on gender. Furthermore, hierarchal multiple regression analysis established that the family's socioeconomic status, authoritative parenting, permissive parenting, the interaction of socioeconomic status and authoritative parenting, and the interaction of socioeconomic status and permissive parenting were significant predictors (P<0.05) of students' academic performance. These predictor variables explained 59.3 percent variation in the academic performance of children (R2 = 0.593). Results of hierarchal multiple regression analysis in this study ranked ordered the most significant predictors of the academic performance of children in the following order. Family socioeconomic status alone was the strongest predictor (β = 18.25), interaction of socioeconomic status and authoritative parenting was the second important predictor (β = 14.18), authoritative parenting alone was third in importance (β = 13.38), the interaction of socioeconomic status and permissive parenting stood at fourth place in importance (β = 11.46), and permissive parenting was fifth (β = 9.2) in influencing academic performance of children in the study area. Children who experienced authoritative parenting and were from higher socioeconomic status families perform better as compared to children who experienced authoritarian and permissive parenting and were from low socioeconomic status families.
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Affiliation(s)
- Nayab Ali
- Department of Sociology, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Asad Ullah
- Department of Rural Sociology, The University of Agriculture, Peshawar, Khyber Pakhtunkhwa, Pakistan
| | - Abdul Majid Khan
- Department of Sociology & Psychology, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
| | - Yunas Khan
- Head of Department of Pakistan Studies, Islamia College, Peshawar, Khyber Pakhtunkhwa, Pakistan
| | - Sajid Ali
- Department of Social Work, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Aisha Khan
- Department of Sociology, The Women University, Multan, Punjab, Pakistan
| | - Bakhtawar
- University of Malakand Women Campus, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa, Pakistan
| | - Asad Khan
- Department of Tourism & Hotel Management, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
| | - Maaz Ud Din
- Department of Business Administration, ILMA University, Karachi, Pakistan
| | - Rahat Ullah
- Department of Law, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Umar Niaz Khan
- Department of Law, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Tariq Aziz
- Department of Sociology, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Mushtaq Ahmad
- Department of Sociology & Psychology, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
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5
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Jin X. The role of effort in understanding academic achievements: empirical evidence from China. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00694-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
AbstractFrom the perspective of comparative education, it has often been stressed that Chinese families hold high expectations on school achievement and believe in the pay-off of effort. However, the literature on the relationship between effort and academic achievement is limited. Individual effort is not widely considered a significant cause of educational disparities, which often is mainly attributed to structural and contextual factors, such as family socioeconomic status (SES). Using the China Education Panel Survey (CEPS 2013, 2014), this study examined the role of effort in affecting educational outcomes and investigated the interplay between effort and family socioeconomic status. The results showed that effort has a positive impact on academic performance, though to a lesser degree than family SES. The study also discovered that low-SES students tend to exert more effort than high-SES students and that the effect of effort is greater for low-SES students. These findings underlined the importance of individual effort for academic success, particularly for low-SES students, and suggested policies that aim at enhancing motivation and engagement.
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6
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Hernandez IA, Silverman DM, Rosario RJ, Destin M. Concern about experiencing downward socioeconomic mobility generates precarious types of motivation among students of color. SOCIAL PSYCHOLOGY OF EDUCATION 2023; 26:1-32. [PMID: 36743269 PMCID: PMC9885402 DOI: 10.1007/s11218-023-09763-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 01/04/2023] [Indexed: 01/31/2023]
Abstract
Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals (β = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students (β = - 0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color (β = - 0.58) but decreased mastery-avoidance goals among White students (β = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively. Supplementary Information The online version contains supplementary material available at 10.1007/s11218-023-09763-5.
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Affiliation(s)
- Ivan A. Hernandez
- San Diego State University, 6475 Alvarado Rd., Suite 135, San Diego, CA 92120 USA
| | | | | | - Mesmin Destin
- Department of Psychology, School of Education & Social Policy, Institute for Policy Research, Northwestern University, Evanston, IL USA
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7
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Tan Q, Li C, Wu P, Abbas S, Teng L. Family capital, social stratification, and access to higher education: An empirical study in mainland China. Front Psychol 2023; 13:1035715. [PMID: 36704684 PMCID: PMC9873373 DOI: 10.3389/fpsyg.2022.1035715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2022] [Accepted: 12/22/2022] [Indexed: 01/11/2023] Open
Abstract
This paper employs Bourdieu's theory of capital-focusing on family cultural, social, and economic capital-to research the early-stage mechanism through which access to higher education is formed. While all three types of capital play a significant role in acquiring higher education, most studies tend to focus on just one type of capital. In recent years, domestic scholars have also analyzed in detail the family factors affecting children's access to higher education (CAHE); however, they have not yet explained the mechanism by which these factors influence CAHE, and authentic tests are rare. Therefore, based on existing research, this paper uses the theoretical concept of family capital to reveal how contemporary Chinese families affect their CAHE. This paper analyzes the relationship between family capital, social stratification, and access to higher education opportunities using an econometric model based on baseline data from the China Family Panel Studies (CFPS) from 2010 to 2020, with 10,318 participants, including 4,419 females and 5,899 males. The results of a binary logistic regression analysis show that the possession of family cultural and economic capital has a direct positive influence on CAHE. Children from the elite stratum often benefit more from the accumulation of family cultural capital. Moreover, although it does not form a distinct stratum, the possession of family social capital also significantly influences children's access to higher education. Driven by China's political, economic, and social environment, some children from the blue-collar stratum have a comparative advantage in terms of access to higher education. The possession of family capital is an important factor in the stratification of CAHE, and cultural capital is the most influential type of capital. Parents with a low level of education should be encouraged to become engaged in schools and communities to take professional courses in assisted learning, emotional counseling, decision-making, and voluntary service.
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Affiliation(s)
- Qinyi Tan
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
| | - Chencheng Li
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
| | - Pei Wu
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
| | - Safdar Abbas
- China School of Foreign Languages and Literature, Southwest University, Chongqing, China,*Correspondence: Safdar Abbas,
| | - Luyan Teng
- College of International Education, Sichuan International Studies University, Chongqing, China
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8
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Maternal warmth moderates the longitudinal associations of family economic pressure with early reading and writing skills among Chinese children. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2022.102246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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9
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Liu M, Zhang T, Tang N, Zhou F, Tian Y. The Effect of Educational Expectations on Children's Cognition and Depression. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14070. [PMID: 36360947 PMCID: PMC9655286 DOI: 10.3390/ijerph192114070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 10/22/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
Cognitive and psychological conditions in childhood will have an important impact on adult life. There is relatively little literature on the impact of educational expectations on children's cognition and psychological health from the perspective of urban and rural differences. Based on the cohort data of the CFPS from 2012 and 2016, this study screened a total of 994 children aged 10-15 to study the effects of parents' educational expectations and children's educational expectations on children's cognition and depression. The results show that both parents' educational expectations and children's educational expectations have a positive impact on children's cognition. Parents' educational expectations and children's educational expectations have negative effects on children's depression. When parents' educational expectations are greater than their children's educational expectations, educational expectations have a negative impact on children's cognition and a positive impact on children's depression. In both urban and rural samples, parents' educational expectations and children's educational expectations have a positive impact on children's cognition and a negative impact on children's depression. However, the impact of educational expectations on children's cognition and depression was greater in rural areas than in urban areas. When parents' educational expectations are greater than their children's educational expectations, educational expectations in urban areas have no effect on children's cognition.
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Affiliation(s)
- Meimei Liu
- School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China
| | - Tao Zhang
- Wuxi Big Bridge Academy, Wuxi 214000, China
| | - Ning Tang
- School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China
| | - Feng Zhou
- School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China
| | - Yong Tian
- School of Public Health, Southeast University, Nanjing 210009, China
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10
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Zhao L, Zhao W. Impacts of family environment on adolescents’ academic achievement: The role of peer interaction quality and educational expectation gap. Front Psychol 2022; 13:911959. [PMID: 36172245 PMCID: PMC9510845 DOI: 10.3389/fpsyg.2022.911959] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2022] [Accepted: 08/03/2022] [Indexed: 11/13/2022] Open
Abstract
The current study uses a two-wave longitudinal survey to explores the influence mechanism of the family environment on adolescents’ academic achievement. The family environment is measured by parents and children’s reports, including family atmosphere, parent–child interaction, and family rules, to reveal the mediating effect of adolescents’ positive or negative peers between the family environment and academic achievement, and whether the gap between self- and parental educational expectation plays a moderating effect. This study uses the data of the China Education Panel Study (CEPS); the survey samples include 9,449 eighth-grade students (Mage = 13.55 years, SD = 0.70), establishing a multilevel moderated mediating effect model. The results showed (1) the family environment and peer interaction quality can positively predict adolescents’ academic achievement. (2) Using the KHB test, peer interaction quality plays a partial mediating role in the process of family environment positively affecting academic achievement, and the mediating ratio is 27.5%. (3) The educational expectation gap moderates the effect of the family environment on academic achievement and also on peer interaction quality. Therefore, from the perspective of environment and important others, to correctly grasp the academic achievement of junior high school students in the process of socialization, it is necessary to recognize that the family environment, peer interaction quality, and educational expectation gap play an important role.
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11
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Yu X, Chen Y, Yang C, Yang X, Chen X, Dang X. How does parental involvement matter for children's academic achievement during school closure in primary school? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1621-1637. [PMID: 35796074 DOI: 10.1111/bjep.12526] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 05/05/2022] [Accepted: 06/05/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND COVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home. AIM The primary purpose of the present study was to investigate how parental involvement contribute to children's academic achievement during school closure. SAMPLE Two hundred and twenty-nine primary school children and their parents. METHOD Children's academic achievement before (T1) and after school closure (T3), parental involvement (T2) and children's learning engagement (T2) during school closure were measured. RESULTS After controlling for gender, age, grade and SES, children's learning engagement (T2) served as a full mediator of the association between parental involvement (T2) and children's academic achievement from T1 to T3. Moreover, parental psychological control (T2) moderated the association between parental involvement (T2) and children's learning engagement (T2). Specifically, the contribution of parental involvement to children's learning engagement became stronger for children whose parents had higher levels of psychological control. Higher Chinese parental psychological control did not always correlate to lower academic outcomes in the context of COVID-19. CONCLUSION These findings highlight the central roles of parental involvement and children's learning engagement in children's academic achievement during school closure caused by COVID-19.
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Affiliation(s)
- Xiao Yu
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China.,Beijing Key Lab of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yinghe Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Chunliang Yang
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xin Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xixi Dang
- Department of Psychology, Zhejiang Sci-Tech University, Zhejiang, China
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12
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Blessed are the Poor, They shall be More Persistent: Meaning in Life and Persistence among Adolescents from Low- and High-Income Regions in the Philippines. PSYCHOLOGICAL STUDIES 2022. [DOI: 10.1007/s12646-022-00644-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
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13
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The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning. CHILDREN 2022; 9:children9020133. [PMID: 35204854 PMCID: PMC8870616 DOI: 10.3390/children9020133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Revised: 12/23/2021] [Accepted: 01/14/2022] [Indexed: 11/17/2022]
Abstract
This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play.
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Ma L, Liu J, Li B. The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22608] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Lihong Ma
- School of Foreign Languages University of Science and Technology Beijing Beijing People's Republic of China
| | - Jian Liu
- Collaborative Innovation Center of Assessment toward Basic Education Quality Beijing Normal University Beijing People's Republic of China
| | - Banban Li
- School of Foreign Languages University of Science and Technology Beijing Beijing People's Republic of China
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15
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Yang Q, Gu J, Hong JC. Parental Social Comparison Related to Tutoring Anxiety, and Guided Approaches to Assisting Their Children's Home Online Learning During the COVID-19 Lockdown. Front Psychol 2021; 12:708221. [PMID: 34393946 PMCID: PMC8362997 DOI: 10.3389/fpsyg.2021.708221] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022] Open
Abstract
The COVID-19 pandemic has caused great disruption in education systems around the world. Schools have in some cases ended or limited on-site teaching, and have shifted toward home online teaching. This situation is likely to cause increased uncertainty and anxiety for parents who on one hand may question the quality of home online learning yet, on the other, may not feel sufficiently confident or competent to guide their children's home online learning. Resulting anxiety is expected to be most evident in competitive educational contexts, such as those found throughout much of East Asia. Therefore, using China as the setting, and social comparison theory as the framework, this study examined how variation in parent social comparison relates to parent tutoring anxiety and, in turn, to the types of guided strategies parents use to promote their children's home online learning. The results indicated a positive relationship between parental upward social comparison and parental tutoring anxiety, but a negative relationship between parent downward social comparison and parental anxiety. Parental tutoring anxiety is positively related to the confirmation and structure types, but negatively related to the discovery type of guided approaches. The implication of this study is that parents who resist tendencies of competitive upward social comparison are likely to adopt more effective approaches to guiding their children's home online learning.
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Affiliation(s)
- Qiuyue Yang
- Department of Education Science, Nanjing Normal University, Nanjing, China
| | - Jianjun Gu
- Department of Education Science, Nanjing Normal University, Nanjing, China
| | - Jon-Chao Hong
- Institute for Research Excellence in Learning Sciences, Department of Industrial Education, Taiwan Normal University, Taipei, Taiwan
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16
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Tan TX, Liu Y, Damjanovic V, Ledford E, Li G, Li Y. Inattention, hyperactivity/impulsivity, and academic competence: Findings from three cohorts. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:82-104. [PMID: 34184249 DOI: 10.1111/bjep.12439] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2021] [Revised: 06/09/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children's academic competence remains poorly understood. AIMS To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students' academic competence. SAMPLES Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3). METHODS The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3). RESULTS For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined. CONCLUSIONS Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.
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Affiliation(s)
- Tony Xing Tan
- Department of Educational and Psychological Studies, College of Education, University of South Florida, Tampa, Florida, USA
| | - Yanhong Liu
- Department of Counseling & Human Services, School of Education, Syracuse University, New York, USA
| | - Victoria Damjanovic
- Department of Teaching and Learning, College of Education, University of South Florida, Tampa, Florida, USA
| | - Elyse Ledford
- Department of Teaching and Learning, College of Education, University of South Florida, Tampa, Florida, USA
| | - Gen Li
- Department of Educational and Psychological Studies, College of Education, University of South Florida, Tampa, Florida, USA
| | - Yanzheng Li
- Department of Sociology, College of Humanities and Laws, Hebei University of Science and Technology, Shijiazhuang, Hebei, China
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Parental Involvement in Adolescents' Learning and Academic Achievement: Cross-lagged Effect and Mediation of Academic Engagement. J Youth Adolesc 2021; 50:1811-1823. [PMID: 34117608 DOI: 10.1007/s10964-021-01460-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 05/27/2021] [Indexed: 10/21/2022]
Abstract
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.
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18
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Davidai S, Wienk MNA. The psychology of lay beliefs about economic mobility. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2021. [DOI: 10.1111/spc3.12625] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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Wu R, Huebner ES, Zhou J, Tian L. Relations among positivity, positive affect in school, and learning flow in elementary school students: A longitudinal mediation model. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:1310-1332. [PMID: 33835490 DOI: 10.1111/bjep.12418] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 03/22/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Learning flow is an optimal learning experience representing full engagement in one's studies. The belief-affect-engagement model and control-value theory suggest that positivity would be a motivator of learning flow, while positive affect in school would be a mediator of the relation between positivity and learning flow. AIMS The current research aimed to examine (1) the longitudinal relations among positivity, positive affect in school, and learning flow, and (2) the mediational role of positive affect in school between positivity and learning flow. SAMPLE AND METHOD A sample of 4681 Chinese elementary school students (44.9% girls; Mage = 9.87 years, SD = 0.70 at Time 1) completed reliable measures for each construct on four occasions across 2 years, using 6-month intervals. Structural equation modelling was used for examining study hypotheses. RESULTS After controlling for gender, age, and family socioeconomic status, the results showed that (1) positivity, positive affect in school, and learning flow reciprocally facilitated each other directly; (2) positive affect in school mediated the relation between positivity and later learning flow, as well as the relation between learning flow and later positivity. CONCLUSIONS These findings revealed that positivity, positive affect in school, and learning flow form a complex, dynamic system, suggesting that school professionals should consider monitoring and developing interventions based upon these variables as early as elementary school.
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Affiliation(s)
- Renshuang Wu
- School of Psychology, South China Normal University, Guangzhou, China.,Center for Studies of Psychological Application, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China.,Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
| | - Eugene Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Jianhua Zhou
- School of Psychology, South China Normal University, Guangzhou, China.,Center for Studies of Psychological Application, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China.,Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
| | - Lili Tian
- School of Psychology, South China Normal University, Guangzhou, China.,Center for Studies of Psychological Application, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China.,Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
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Duclos M, Lacomme P, Lambert C, Pereira B, Ren L, Fleury G, Ovigneur H, Deschamps T, Fearnbach N, Vanhelst J, Toussaint JF, Thivel D. Is physical fitness associated with the type of attended school? A cross-sectional analysis among 20.000 adolescents. J Sports Med Phys Fitness 2021; 62:404-411. [PMID: 33687178 DOI: 10.23736/s0022-4707.21.12203-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
BACKGROUND While academic achievement has been associated with physical activity, the present work questions the potential association between the physical fitness level of adolescents and the type of school they attend, ranging from academic to technical schools. METHODS 20,228 young French students from 76 schools (9,196 females), mean age 15.8±1.8 years, performed the Diagnoform© test. This dataset includes two higher education institutions (n=870), 37 general high schools (n=13,125), 18 professional-oriented high schools (n=3,569), 5 agricultural high schools (n=132), 2 vocational training centers (n=202) and 12 rural vocational training centers (n=1,137). RESULTS In higher education institutions and general high schools, girls showed better performances for all physical tests. A decreasing Quotient of overall Physical fitness Condition (QPC) was observed for both genders from urban higher education schools to rural and technical institutions (p<0.001). The proportion of total variance accounting for within institution variation is strong (intra-class correlation coefficients (ICC) 0.20 [0.15; 0.27] for QPC). CONCLUSIONS The lower physical fitness level observed here among students from technical or training schools places them at higher risks for the development of future chronic diseases. These results suggest that specific interventions are needed depending on the educational setting.
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Affiliation(s)
- Martine Duclos
- Department of Sport Medicine and Functional Explorations, University-Hospital (CHU), G.Montpied Hospital, Clermont-Ferrand, Clermont-Ferrand, France.,INRA, UMR 1019, UNH, CRNH Auvergne, Clermont-Ferrand, France.,UFR Médecine, BP 10448, Clermont University, University of Auvergne, Clermont-Ferrand, France
| | | | - Celine Lambert
- Department of Biostatistics, University Teaching Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Bruno Pereira
- Department of Biostatistics, University Teaching Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Libo Ren
- Clermont University, University of Auvergne, Clermont-Ferrand, France
| | | | | | | | - Nicole Fearnbach
- Pennington Biomedical Research Center Baton Rouge, Baton Rouge, LA, USA
| | - Jérémy Vanhelst
- U1286 - INFINITE - Institute for Translational Research in Inflammation, University of Lille, Inserm, CHU Lille, Lille, France.,Clinical Investigation Center, University of Lille, Inserm, CHU Lille, CIC 1403, Lille, France
| | - Jean-François Toussaint
- CIMS, Hôtel-Dieu, Assistance Publique-Hôpitaux de Paris, IRMES, INSEP, Université Paris-Descartes, Sorbonne Paris Cité, Paris, Paris, France
| | - David Thivel
- INRA, UMR 1019, UNH, CRNH Auvergne, Clermont-Ferrand, France - .,EA 3533, Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions (AME2P), Clermont-Ferrand, France
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21
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Ming H, Zhang F, Jiang Y, Ren Y, Huang S. Family socio-economic status and children's executive function: The moderating effects of parental subjective socio-economic status and children's subjective social mobility. Br J Psychol 2021; 112:720-740. [PMID: 33421109 DOI: 10.1111/bjop.12490] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Revised: 12/16/2020] [Indexed: 01/13/2023]
Abstract
Family socio-economic status (SES) is significantly related to disparities in children's executive function. Children from economically disadvantaged backgrounds perform worse on executive function tasks than their peers from high-SES families. The protective factors in the relationship between SES and executive function have not been sufficiently investigated, especially from the perspective of parents' and children's perceptions and expectations regarding SES. Therefore, this study aimed to examine whether parental subjective SES and children's subjective social mobility separately moderated the relationship between family SES and children's executive function among 885 participants aged 9-13 years. The results showed that family SES was positively related to the three components of executive function (cognitive flexibility, inhibitory control, and working memory). Moreover, the relationship between SES and cognitive flexibility was weak among the children with a high level of subjective social mobility or those whose parents had high levels of subjective SES. Among children from families with economic hardship, subjective social mobility is a potential protective factor mitigating the negative effects of low family SES on their cognitive flexibility.
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Affiliation(s)
- Hua Ming
- Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, China
| | - Feng Zhang
- Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, China
| | - Ying Jiang
- Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, China
| | - Yi Ren
- Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, China
| | - Silin Huang
- Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, China
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