1
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Quan X, Lei H, Zhu C, Wang Y, Lu F, Zhang C. Family Income and Child Depression: The Chain Mediating Effect of Parental Involvement, Children's Self-Esteem, and Group Differences. CHILDREN (BASEL, SWITZERLAND) 2024; 11:478. [PMID: 38671695 PMCID: PMC11048797 DOI: 10.3390/children11040478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Revised: 04/08/2024] [Accepted: 04/09/2024] [Indexed: 04/28/2024]
Abstract
Family income is an important factor that affects depression in children and can indirectly be associated with children's development through family and individual factors. However, few studies have examined the mechanism of multiple risk factors. Therefore, this study focused on the relationship between family income and child depression, as well as the chain mediating the roles of parental involvement and children's self-esteem both in single-parent families and intact families. A total of 1355 primary school students completed questionnaires that assessed family income, parental involvement, children's self-esteem, and depression. The results showed that family income influenced child depression through both the mediating roles of parental involvement and children's self-esteem and the chain mediating role of parental involvement and children's self-esteem. Meanwhile, family income only influenced child depression through chain mediation in single-parent families. The group differences in the mechanism of depression provide a reference for empirical research on depression intervention in children from different family structures.
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Affiliation(s)
- Xi Quan
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
| | - Hanning Lei
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
| | - Chengwei Zhu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
| | - Yun Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Furong Lu
- School of Education Science, Shanxi University, Taiyuan 030006, China
| | - Cai Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
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2
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Wang Z, Tang X. Developmental Trajectories in Mathematical Performance Among Chinese Adolescents: The Role of Multi-Dimensional Parental Involvement. J Youth Adolesc 2024; 53:877-894. [PMID: 37917287 DOI: 10.1007/s10964-023-01893-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 10/16/2023] [Indexed: 11/04/2023]
Abstract
There is substantial evidence of the association between multiple parental involvement and mathematical performance, but the long-term features of these links remain unclear, in particular in China. This study investigated the 8-year trajectory of mathematical performance, and its associations with five forms of parental involvement. The sample consisted of 645 adolescents (50.39% girls; Mage = 10.5 years, SD = 0.50). Latent growth curve modeling showed upward linear growth in mathematics performance. Among five forms of parental involvement, parental educational expectation was the most powerful predictor. Gender differences and similarities were also found in the family-education nexus. The parental expectation was positively associated with their initial performance in mathematics across gender. The predicting roles of parent-child discussion about school and parental TV controls on the baseline level of mathematical performance and the association between parental expectation and the slope of mathematical performance were only identified among boys. This study highlighted the varied impacts of parental involvement on schooling at different developmental stages, and provided important implications for optimizing parenting and schooling.
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Affiliation(s)
- Ziyu Wang
- School of Sociology and Population Studies, Renmin University of China, Beijing, China
| | - Xin Tang
- School of Education, Shanghai Jiao Tong University, Shanghai, China.
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3
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Eslava D, Martínez-Vispo C, Villanueva-Blasco VJ, Errasti JM, Al-Halabí S. Dual alcohol and cannabis use in male and female adolescents: Relationships with family variables. Addict Behav 2023; 146:107798. [PMID: 37406404 DOI: 10.1016/j.addbeh.2023.107798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/07/2023]
Abstract
Family dynamics influence adolescents' use of alcohol and other substances, such as cannabis. The aim of this study was to understand the relationship between family variables and alcohol use, dual use of alcohol and cannabis, and non-use in adolescents according to sex. A cross-sectional study was conducted. The sample comprised 879 adolescents (56.4 % boys; M(SD)age = 14.25 (1.88) years). Multinomial regression analysis showed that for boys, the presence of family conflict increased the likelihood of being an alcohol (OR = 1.19) and dual (OR = 1.23) user rather than a non-user. For girls, communication reduced the probability of being an alcohol user (OR = 0.88), and the presence of consequences for breaking rules reduced the probability of being a dual user rather than a non-user (OR = 0.83) or an alcohol user (OR = 0.84). These findings highlight the importance of family prevention of adolescents' substance use, bearing in mind the participants' sex.
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Affiliation(s)
- Dalila Eslava
- Department of Psychology, Faculty of Psychology, University of Oviedo, Plaza de Feijoo, 33003 Oviedo, Spain
| | - Carmela Martínez-Vispo
- Departament of Clinical Psychology and Psychobiology, Faculty of Psychology, University of Santiago de Compostela, Calle Xosé María Suárez Núñez, s/n, 15782 Santiago de Compostela, Spain
| | | | - José Manuel Errasti
- Department of Psychology, Faculty of Psychology, University of Oviedo, Plaza de Feijoo, 33003 Oviedo, Spain
| | - Susana Al-Halabí
- Department of Psychology, Faculty of Psychology, University of Oviedo, Plaza de Feijoo, 33003 Oviedo, Spain
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4
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Niu Y, Cai H, Zhang L. The Moderating Role of the DYX1C1 Gene in the Effect of Home Supervision on Chinese Children's Reading Achievements: Evidence from the Diathesis-Stress Model. Behav Sci (Basel) 2023; 13:891. [PMID: 37998638 PMCID: PMC10669724 DOI: 10.3390/bs13110891] [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: 09/14/2023] [Revised: 10/19/2023] [Accepted: 10/23/2023] [Indexed: 11/25/2023] Open
Abstract
The current study aimed to explore whether susceptible children (with differences in DYX1C1 (dyslexia susceptibility 1 candidate gene 1) gene) are more likely to be influenced by either supportive or adverse home supervision in their reading achievements. Home supervision, reading achievements, and genotype data were collected from a total of 745 fourth and fifth grade children and their parents in Chongqing, China. The results showed that there was a significant interaction between the rs11629841 polymorphism of the DYX1C1 gene and home supervision on children's reading achievements. A further analysis based on the re-parameterized regression model showed that the interaction best fit a weak diathesis-stress model, which indicated that the home supervision had a stronger predictive effect on children's reading achievements among children with the susceptible genotype than children with a non-susceptible genotype in a more adverse environment rather than in a supportive environment. These results suggested that children carrying different genotypes may need targeted interventions and that their parents should emphasize home supervision to develop their children's reading skills.
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Affiliation(s)
- Yingnan Niu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, Beijing 100875, China; (Y.N.); (H.C.)
| | - He Cai
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, Beijing 100875, China; (Y.N.); (H.C.)
| | - Li Zhang
- School of Sociology and Psychology, Central University of Finance and Economics, 39 South College Road, Haidian District, Beijing 100081, China
- Faculty of Psychology, Southwest University, Chongqing 400715, China
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5
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Sucena A, Garrido C, Marques C, Lousada M. Early predictors of reading success in first grade. Front Psychol 2023; 14:1140823. [PMID: 37645070 PMCID: PMC10461050 DOI: 10.3389/fpsyg.2023.1140823] [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: 01/09/2023] [Accepted: 06/27/2023] [Indexed: 08/31/2023] Open
Abstract
Reading acquisition is a complex process that can be predicted by several components which, in turn, can be affected by the orthography depth. This study aims to explore the early predictors of (un)success in reading acquisition within an intermediate transparent orthography. At the beginning of the school year, 119 European Portuguese-speaking first graders were assessed regarding (i) sociodemographic variables: mothers' education and socioeconomic status (SES); (ii) cognitive variables: phonological working memory and vocabulary; (iii) reading-related variables: letter-sound knowledge, phonemic awareness, and rapid naming. Results of the three variable clusters were correlated with the final classification obtained in the Portuguese discipline. Specifically, there was a correlation between the Portuguese discipline classification with all reading and cognitive-related variables, with the highest correlations occurring with mother education and letter spelling. A regression analysis was conducted to assess the predictor impact of mother education and letter spelling (variables that correlated stronger with the Portuguese classification) on Portuguese classifications. Letter spelling was the sole significant predictor of the Portuguese classification. Based on these results, a path analysis was run to test whether letter spelling is a mediator of the relationship between the mother's education and the Portuguese classification. The results of the model test yielded a reasonable fit, indicating a relationship between the mother's education and letter spelling, which in turn, relates to the Portuguese classification. The identification of reading predictors in an intermediate-depth orthography such as European Portuguese contributes to more accurate identification of at-risk children.
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Affiliation(s)
- Ana Sucena
- School of Health, Polytechnic Institute of Porto, Porto, Portugal
| | - Cristina Garrido
- School of Health, Polytechnic Institute of Porto, Porto, Portugal
| | - Cátia Marques
- School of Health, Polytechnic Institute of Porto, Porto, Portugal
| | - Marisa Lousada
- CINTESIS.UA@RISE, School of Health Sciences (ESSUA), University of Aveiro, Aveiro, Portugal
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6
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Cheong Y, Zhu Q, Wang C, He M, Ye Y. COVID-19 Stressful Life Events and Chinese Adolescents' Mental Health: Examining Resilience, Peer Relationship, and Parenting as Moderators. THE JOURNAL OF EARLY ADOLESCENCE 2023; 43:577-602. [PMID: 38603289 PMCID: PMC9357748 DOI: 10.1177/02724316221114091] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study examines intrapersonal characteristics or factors (i.e., resilience), peer (i.e., quality of peer relationships), and family processes (i.e., parental involvement, critical comparison) as potential risk and protective factors for mental health of Chinese adolescents during COVID- 19 pandemic. A total of 504 seventh-grade students (52% boys) and their caregivers in Beijing, China completed an online survey in September 2020. Youth reported experiencing various COVID-19-related stressful life events (i.e., conflicts with parents, poor learning environment and efficiency, family financial pressure), and about 15% reported slightly elevated scores of mental health difficulties. Findings suggested personal resilience and quality of peer relationship predicted positive mental health (i.e., covitality or co-occurrence of positive psychological dispositions) and less mental health difficulties. Parent's critical comparison intensified the negative link between stressful life events and youth mental health. Implications for promoting youth mental health as schools reopen are discussed.
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Affiliation(s)
- Yeram Cheong
- Asian American Studies Program, University of Maryland, College Park, MD, USA
| | - Qianyu Zhu
- Department of Counseling, Higher
Education, and Special Education, University of Maryland, College Park, MD, USA
| | - Cixin Wang
- Department of Counseling, Higher
Education, and Special Education, University of Maryland, College Park, MD, USA
| | - Minxuan He
- Department of Psychology, Mount St. Mary’s
University, Emmitsburg, MD, USA
| | - Yijun Ye
- TsingHua University High
School, Beijing, China
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7
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Yan T, Hou Y, Liang L. Family Socioeconomic Status and Parental Involvement in Chinese Parents of Children with Autism Spectrum Disorder: A Moderated Mediation Model. Healthcare (Basel) 2023; 11:healthcare11091281. [PMID: 37174823 PMCID: PMC10177892 DOI: 10.3390/healthcare11091281] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 04/23/2023] [Accepted: 04/27/2023] [Indexed: 05/15/2023] Open
Abstract
Parental involvement benefits children with autism spectrum disorder (ASD) in multiple developmental areas. We conducted the present study to examine the role of parenting stress and ASD symptom severity in the relationship between family socioeconomic status (SES) and parental involvement. A total of 165 Chinese parents of children with ASD participated in this study. Mediation analyses indicated that family SES was positively related to parental involvement; parenting stress partially mediated the relationship between family SES and parental involvement. The analyses also found that ASD symptom severity moderated the influence of parenting stress on parental involvement. Specifically, the decreased parenting stress improved parental involvement when ASD symptom severity was low. The findings enhanced our understanding of the mechanism underlying the relationship between family SES and parental involvement among parents facing considerable child-rearing challenges. Implications for devising evidenced-based interventions to promote parental involvement for low SES children with ASD are discussed.
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Affiliation(s)
- Tingrui Yan
- Special Education Department, Faculty of Education, East China Normal University, Shanghai 200026, China
| | - Yujia Hou
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
| | - Luyao Liang
- Macquarie School of Education, Macquarie University, Sydney 2122, Australia
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8
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Mu Z, Hu S. Unequal childhoods in China: Parental education and children's time use. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:695-723. [PMID: 34551135 DOI: 10.1002/jcop.22710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 08/19/2021] [Accepted: 08/25/2021] [Indexed: 06/13/2023]
Abstract
Drawing on Lareau's binary conceptualization of parenting as concerted cultivation and accomplishment of natural growth, we examine how parental background determines the degree to which the two parenting practices are realized in China. To do so, we examine how parental education shapes children's weekly time use patterns on planned activities (academic and nonacademic) and unplanned activities. Using multi-level mixed-effects linear models based on the 2014 China Education Panel Survey, we find that parental education is positively associated with concerted cultivation, with children spending more hours on both planned academic and nonacademic activities, and negatively associated with accomplishment of natural growth, with children spending more hours on unplanned activities. The link between parental education and children's time use patterns is partly explained by parents' educational expectations for their children, parental supervision, parental support, and economic investments on education.
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Affiliation(s)
- Zheng Mu
- Department of Sociology and Centre for Family and Population Research, National University of Singapore, Singapore, Singapore
| | - Shu Hu
- Sociology Programme, School of Humanities and Behavioural Sciences, Singapore University of Social Sciences, Singapore, Singapore
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9
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Lin X, Zhang Y, Liao Y, Xie W. Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children. Front Psychol 2023; 14:1029408. [PMID: 36818114 PMCID: PMC9936862 DOI: 10.3389/fpsyg.2023.1029408] [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: 08/27/2022] [Accepted: 01/02/2023] [Indexed: 02/05/2023] Open
Abstract
Introduction This study tested a moderated mediation model of child number (CN) and parenting styles (PS) in the relationships between family socioeconomic status (SES) and young children's problem behaviors (PB). Methods A sample of 1,101 children (Mage = 4.90 years, SD = 1.07) and their parents participated in this study. Parents reported on PS, SES, and children's PB. Results and Discussion The results show SES was positively related to authoritative parenting and negatively related to authoritarian parenting; problem behaviors were negatively related to authoritative parenting and positively related to authoritarian parenting; authoritative parenting and authoritarian parenting mediated the relationship between SES and PB; and singleton moderated the relationship between SES and PB. The combination of only children and low levels of SES could lead to high PB levels, while the combination of non-only children and high levels of SES could lead to high PB levels. At the same SES, only children had higher PB levels than non-only children.
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Affiliation(s)
- Xunyi Lin
- College of Education, Fujian Normal University, Fuzhou, Fujian, China
| | - Yifan Zhang
- College of Education, Fujian Normal University, Fuzhou, Fujian, China
| | - Yutong Liao
- College of Education, Nanchang Institute of Science and Technology, Nanchang, Jiangxi, China,*Correspondence: Yutong Liao,
| | - Wanlin Xie
- College of Education, Fujian Normal University, Fuzhou, Fujian, China
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10
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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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11
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Liu S, Wang X, Zou S, Wu X. Adolescent problematic Internet use and parental involvement: The chain mediating effects of parenting stress and parental expectations across early, middle, and late adolescence. FAMILY PROCESS 2022; 61:1696-1714. [PMID: 35132622 DOI: 10.1111/famp.12757] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Revised: 12/11/2021] [Accepted: 12/20/2021] [Indexed: 06/14/2023]
Abstract
Problematic Internet use (PIU), a common phenomenon, has negative effects on adolescents, especially during the COVID-19 pandemic. Adolescents with PIU pose great challenges to parenting. However, little is known about the mediating mechanisms underlying this relationship. The study examines the chain mediating roles of parenting stress and parental expectations between PIU and parental involvement across early, middle, and late adolescence. Families (N = 1206) that included fathers, mothers, and adolescents (48.9% females, Mage = 13.86 ± 2.48) participated in the study. Adolescents provided a rating of PIU, and fathers and mothers reported their own parenting stress, parental expectations, and parental involvement. The results showed that paternal parenting stress and then expectations mediated the association between PIU and paternal involvement, and maternal parenting stress and then expectations mediated the association between PIU and maternal involvement, indicating a spillover effect. By contrast, the crossover effect was established only in that maternal parenting stress was negatively related to paternal expectations in middle adolescents. Moreover, maternal expectations showed the strongest association with maternal involvement in middle adolescents, whereas paternal expectations were most associated with paternal involvement in late adolescents. These findings underline the necessity of understanding parenting by assessing adolescent developmental stages and paternal and maternal parenting separately. Furthermore, the mediators of parenting stress and parental expectations can be the focus on facilitating parental involvement; the effect of maternal parenting stress on paternal expectations may suggest that intervention programs for fathers should consider more contextual factors.
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Affiliation(s)
- Sihan Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinyi Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Shengqi Zou
- Department of Psychology, School of Education Science, Hunan Normal University, Changsha, Hunan, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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12
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Yu W, Abbey C, Qian Y, Wang H, Rozelle S, Singh MK. Behavioral Strengths and Difficulties and Their Associations with Academic Performance in Math among Rural Youth in China. Healthcare (Basel) 2022; 10:healthcare10091642. [PMID: 36141254 PMCID: PMC9498325 DOI: 10.3390/healthcare10091642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 08/16/2022] [Accepted: 08/23/2022] [Indexed: 11/16/2022] Open
Abstract
Behavioral strengths and difficulties among children and adolescents may be significantly associated with their academic performance; however, the evidence on this issue for rural youth in developing contexts is limited. This study explored the prevalence and correlates of mental health from three specific dimensions—internalizing problems, externalizing problems, and prosocial behavior—measured by the Strengths and Difficulties Questionnaire (SDQ), and the association of these dimensions with academic performance in math among a sample of 1500 students in rural China. Our findings indicated that students in rural China had worse behavioral difficulties and poorer prosocial skills when compared to most past studies conducted inside and outside of China. In addition, total difficulties and prosocial scores on the SDQ were significantly associated with student math test scores, as students whose externalizing, internalizing, and prosocial scores were in the abnormal range scored lower in math by 0.35 SD, 0.23 SD, and 0.33 SD, respectively. The results add to the growing body of empirical evidence related to the links between social environment, mental health, and academic performance in developing countries, highlighting the importance of students’ mental health for their academic performance, and of understanding risk factors in the social environment among rural youth in developing countries.
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Affiliation(s)
- Wenjing Yu
- China Academy for Rural Development, Zhejiang University, Hangzhou 310058, China
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Cody Abbey
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Yiwei Qian
- Research Institute of Economics and Management, Southwestern University of Finance and Economics, Chengdu 610074, China
- Correspondence:
| | - Huan Wang
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Scott Rozelle
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Manpreet K. Singh
- Stanford School of Medicine, Stanford University, Stanford, CA 94305-5101, USA
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13
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An X, Hong JC, Li Y, Zhou Y. The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic. Front Psychol 2022; 13:978144. [PMID: 36092063 PMCID: PMC9454340 DOI: 10.3389/fpsyg.2022.978144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 08/08/2022] [Indexed: 11/13/2022] Open
Abstract
The outbreak of the COVID-19 epidemic has promoted the popularity of online learning, but has also exposed some problems, such as a lack of interaction, resulting in loneliness. Against this background, students' attitudes toward peer interaction may have become even more important. In order to explore the impact of attitude toward peer interaction on students' mindset including online learning motivation and critical thinking practice that could affect their problem-solving self-efficacy during the COVID-19 pandemic, we developed and administered a questionnaire, receiving 1,596 valid responses. The reliability and validity of the questionnaire were re-tested, and structural equation modeling was applied. It was found that attitude toward peer interaction could positively predict middle school students' online learning motivation and critical thinking. Learning motivation and critical thinking also positively supported problem-solving self-efficacy. It is expected that the results of this study can be a reference for teachers to adopt student-centered online learning in problem solving courses.
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Affiliation(s)
- Xin An
- School of Educational Technology, Beijing Normal University, Beijing, China
| | - Jon-Chao Hong
- Department of Industrial Education, Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan
| | - Yushun Li
- School of Educational Technology, Beijing Normal University, Beijing, China
| | - Ying Zhou
- School of Educational Technology, Beijing Normal University, Beijing, China
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14
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Liu YB, Hou XY, Chen BB. Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging. Front Psychol 2022; 13:952001. [PMID: 35967675 PMCID: PMC9374126 DOI: 10.3389/fpsyg.2022.952001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 07/04/2022] [Indexed: 11/27/2022] Open
Abstract
The role of social environmental factors on student academic achievement has been conceptualized from the perspective of the ecological system theory. In the present study, a strengths-based approach derived from the theory of positive youth development was adopted to explore the two favorable aspects of proximal social environments, including parents’ emotional support and school cooperation climate, and to examine how these two factors influence the academic performance among Chinese senior-secondary vocational school students. Participants were 1,940 students (55.4% male) who took part in the Programme for International Student Assessment (PISA) 2018 test from four regions in China. The students completed the questionnaires to assess parents’ emotional support, school cooperation climate, school belonging, and academic performance. By adopting the structural equation model, the results revealed that school belonging fully mediates the association between parents’ emotional support and academic scores, and the association between school cooperation climate and academic scores. In addition, multiple group comparison analyses showed there were some gender differences in the relationships between school cooperation climate and academic performance. The practical significance of the influence of parental support and school cooperation climate on student academic achievement was also discussed.
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Affiliation(s)
- Yun-Bo Liu
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Xiao-Yu Hou
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Bin-Bin Chen
- Department of Psychology, Fudan University, Shanghai, China
- *Correspondence: Bin-Bin Chen,
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15
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Hong JC, Li Y, Kuo SY, An X. Supporting schools to use face recognition systems: a continuance intention perspective of elementary school parents in China. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12645-12665. [PMID: 35692872 PMCID: PMC9169024 DOI: 10.1007/s10639-022-11084-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Accepted: 04/28/2022] [Indexed: 06/15/2023]
Abstract
A great deal of attention has been focused on technological innovation, for example, face recognition, which has been used in some countries in various fields. Nonetheless, there has been little attention paid to parents' acceptance of the use of face recognition systems on campus. To address this gap in the literature, this study examined how different degrees of technological innovativeness and dangerous beliefs in the virtual world (DBVW) influence parents' perceived value of using and intention to continue supporting schools' use of face recognition systems. This study adopted snowball sampling to collect data through questionnaires, and received 380 valid responses from parents living in Xuzhou, China. Confirmatory factor analysis and structural equation modeling were used to analyze the data, with results indicating that: (1) DBVW was negatively related to perceived value; (2) technological innovativeness was positively related to perceived value; and (3) perceived value was positively related to continuance intention to use face recognition systems. The results suggest that parents support the use of face recognition systems in elementary school; thus, such systems can be adopted by other elementary schools in other areas.
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Affiliation(s)
- Jon-Chao Hong
- Department of Industrial Education& Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan
| | - Yushun Li
- School of Educational Technology, Beijing Normal University& Engineering Research Center for E-learning and Lifelong Learning of Ministry of Education of the People’s Republic of China, Room 209, Yanbo Building, No. 19 Xinjiekouwai St, Beijing, China
| | - Shuo-Ying Kuo
- Department of Industrial Education& Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan
| | - Xin An
- School of Educational Technology, Beijing Normal University& Engineering Research Center for E-learning and Lifelong Learning of Ministry of Education of the People’s Republic of China, Room 209, Yanbo Building, No. 19 Xinjiekouwai St, Beijing, China
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16
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Halabicky OM, Pinto-Martin JA, Compton P, Liu J. Longitudinal association of early childhood lead exposure and adolescent heart rate variability: influence of parental education. JOURNAL OF ENVIRONMENTAL SCIENCE AND HEALTH. PART C, TOXICOLOGY AND CARCINOGENESIS 2022; 40:133-153. [PMID: 35895919 PMCID: PMC9339516 DOI: 10.1080/26896583.2022.2060689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Lead exposure has been shown to dysregulate physiological stress responses. However, few studies have investigated the effect of lead exposure on later heart rate variability (HRV), an indicator of a stress response, in large samples of children. Furthermore, the interaction between social environmental factors and lead exposure in childhood, which commonly co-occur, remains understudied. This study examined relationships between childhood lead exposure and early adolescent physiological stress responses at different levels of parental education. Participants were 406 children from Jintan, China. Blood lead levels (BLLs) and parental education data were collected at 3-5 years of age, and HRV outcomes assessed at 12 years via frequency domain measures (LF/HF ratio) collected during an induced stress test. Results show a significant interaction between parental education and BLLs at 3-5 years. This relationship was found to be most consistent for the interaction between BLLs and mother's years of education for both the planning (β = 0.12, p = 0.046) and speaking (β = 0.11, p = 0.043) phase of the stress task, suggesting that increasing years of mother's education may enhance the deleterious influence of lead exposure on the HRV frequency measure, LF/HF ratio. This research highlights the complexity in lead exposure induced outcomes.
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Affiliation(s)
| | - Jennifer A Pinto-Martin
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
- Department of Biostatistics, Epidemiology and Informatics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Peggy Compton
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
| | - Jianghong Liu
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
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17
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Guo X, Li J, Niu Y, Luo L. The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations. Front Psychol 2022; 13:747296. [PMID: 35369161 PMCID: PMC8970312 DOI: 10.3389/fpsyg.2022.747296] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 02/21/2022] [Indexed: 12/02/2022] Open
Abstract
A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents’ academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic achievement and subjective wellbeing and their underlying mechanisms need to be further clarified. Based on a sample of 677 students in Grade 6 (Mage = 12.24, SD = 0.36) and their parents in Beijing, China, this study examines how adolescents’ reciprocal filial piety (RFP) and authoritarian filial piety (AFP) are related to their academic achievement and subjective wellbeing. It also examines the mediating role of adolescents’ educational expectations in these relationships, and the moderating role of parents’ educational expectations in the relationships of adolescents’ filial piety to educational expectations and of adolescents’ educational expectations to academic achievement and subjective wellbeing. The results indicate that, when the two outcome factors are considered simultaneously, RFP is positively related to academic achievement and subjective wellbeing. In contrast, AFP is negatively related to academic achievement but not significantly related to subjective wellbeing. Moreover, adolescents’ educational expectations play a mediating role in the relationships of both RFP and AFP to academic achievement and subjective wellbeing. In addition, the positive effect of adolescents’ educational expectations on subjective wellbeing is stronger when mothers’ educational expectations are higher, supporting the moderating role of parents’ educational expectations. Our findings provide new insights into and implications for the moderated mediation mechanism underlying the links between filial piety and early adolescent development.
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18
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Yeung SSS, King RB, Nalipay MJN, Cai Y. Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1196-1214. [PMID: 35243608 DOI: 10.1111/bjep.12495] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 02/05/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Socioeconomic status (SES) and motivation are both important predictors of student achievement. However, most studies have investigated these factors separately, and very few have looked into the interplay between SES and motivation as determinants of student reading achievement. AIMS We intend to bridge this gap by examining a model of SES predicting reading achievement through motivation (i.e., expectancy and value) at both student and school levels. SAMPLE We used the data from the Programme for International Student Assessment (PISA) 2018 of 26,281 students from four regions in Greater China (Mainland China, Hong Kong, Macau, and Taipei). METHODS We used multi-group multilevel path analysis to test whether SES would predict reading achievement mediated by expectancy and value in student and school levels across four regions, with gender as a covariate. RESULTS Results showed that at the student level, SES significantly predicted reading achievement indirectly through both expectancy and value across four regions. At the school level, the relationship between school SES and school reading achievement was mostly direct. CONCLUSION The study was able to demonstrate the motivational gap as a pathway in which economic inequality can contribute to students' reading achievement gap.
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Affiliation(s)
- Susanna S S Yeung
- Department of Psychology, The Education University of Hong Kong, China
| | - Ronnel B King
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, China
| | - Ma Jenina N Nalipay
- Department of Curriculum and Instruction, The Chinese University of Hong Kong, China
| | - Yuyang Cai
- School of Languages & Centre for Language Education and Assessment Research, Shanghai University of International Business and Economics, China
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19
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Zhai X, Ye M, Gu Q, Huang T, Wang K, Chen Z, Fan X. The relationship between physical fitness and academic performance among Chinese college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:395-403. [PMID: 32369716 DOI: 10.1080/07448481.2020.1751643] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Revised: 01/27/2020] [Accepted: 03/29/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE The present study aimed to examine the relationship between physical fitness and academic performance, after controlling for potential confounds. PARTICIPANTS The sample comprised 2,324 college students representing three Chinese universities. METHODS Physical fitness was measured using the Chinese National Student Physical Fitness Standard; academic performance (ie, Grade Point Average) and lifestyle behaviors were assessed using questionnaires. Academic performance and overall physical fitness were used to divide participants into three categories: low, moderate, and high. RESULTS Several physical fitness indicators systematically differed across the three academic performance categories. Additionally, overall physical fitness was positively associated with academic performance, even after controlling for the effects of lifestyle behaviors; those who belonged to the high overall physical fitness group had lower odds ratios of low academic performance than those belonging to the low overall physical fitness group. CONCLUSIONS Poor academic performance was related to low overall physical fitness . The probability of having poor academic performance was significantly lower among students with high physical fitness than those with low physical fitness.
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Affiliation(s)
- Xiangyu Zhai
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Mei Ye
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Qian Gu
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Tao Huang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Kun Wang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Zuosong Chen
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Xiang Fan
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai, China
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20
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Vogelbacher M, Attig M. Carrying the Burden Into the Pandemic - Effects of Social Disparities on Elementary Students' Parents' Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown. Front Psychol 2022; 12:750605. [PMID: 35087445 PMCID: PMC8787329 DOI: 10.3389/fpsyg.2021.750605] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 12/02/2021] [Indexed: 01/01/2023] Open
Abstract
The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children's academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents' possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. For this reason, the present paper investigates the structural and process characteristics of the family as well as children's and parents' psychological characteristics that predict how parents assess their ability to support their child's learning during homeschooling as well as parents' perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables (self-assessment of abilities, perceived stress) were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables (including the child's struggle with home schooling), families' structural characteristics [socioeconomic status (SES), education], process characteristics (home learning environment, HLE), parents' psychological characteristics (preceding psychological stress), and the child's psychological characteristics (self-regulation, school-related independence) from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES - parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent's education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic.
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Affiliation(s)
- Markus Vogelbacher
- Competencies, Personality, Learning Environments, Leibniz Institute for Educational Trajectories, Bamberg, Germany
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21
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Sentenac M, Benhammou V, Aden U, Ancel PY, Bakker LA, Bakoy H, Barros H, Baumann N, Bilsteen JF, Boerch K, Croci I, Cuttini M, Draper E, Halvorsen T, Johnson S, Källén K, Land T, Lebeer J, Lehtonen L, Maier RF, Marlow N, Morgan A, Ni Y, Raikkonen K, Rtimi A, Sarrechia I, Varendi H, Vollsaeter M, Wolke D, Ylijoki M, Zeitlin J. Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform. Int J Epidemiol 2022; 50:1824-1839. [PMID: 34999864 DOI: 10.1093/ije/dyab170] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Studies are sparse and inconclusive about the association between maternal education and cognitive development among children born very preterm (VPT). Although this association is well established in the general population, questions remain about its magnitude among children born VPT whose risks of medical and developmental complications are high. We investigated the association of maternal education with cognitive outcomes in European VPT birth cohorts. METHODS We used harmonized aggregated data from 15 population-based cohorts of children born at <32 weeks of gestational age (GA) or <1500 g from 1985 to 2013 in 13 countries with information on maternal education and assessments of general development at 2-3 years and/or intelligence quotients between 4 and 15 years. Term-born controls (≥37 weeks of GA) were available in eight cohorts. Maternal education was classified as: low (primary/lower secondary); medium (upper secondary/short tertiary); high (bachelor's/higher). Pooled standardized mean differences (SMDs) in cognitive scores were estimated (reference: high educational level) for children assessed at ages 2-3, 4-7 and 8-15 years. RESULTS The study included 10 145 VPT children from 12 cohorts at 2-3 years, 8829 from 12 cohorts at 4-7 years and 1865 children from 6 cohorts at 8-15 years. Children whose mothers had low, compared with high, educational attainment scored lower on cognitive measures [pooled unadjusted SMDs: 2-3 years = -0.32 (95% confidence intervals: -0.43 to -0.21); 4-7 years = -0.57 (-0.67; -0.47); 8-15 years = -0.54 (-0.72; -0.37)]. Analyses by GA subgroups (<27 vs ≥27 weeks) in children without severe neonatal morbidity and term controls yielded similar results. CONCLUSIONS Across diverse settings and regardless of the degree of prematurity, low maternal education was associated with lower cognition.
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Affiliation(s)
- Mariane Sentenac
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
| | - Valérie Benhammou
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
| | - Ulrika Aden
- Department of Women's and Children's Health, Karolinska Institute, Stockholm, Sweden
| | - Pierre-Yves Ancel
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
| | - Leonhard A Bakker
- Child Health, Netherlands Organization for Applied Scientific Research (TNO), Leiden, The Netherlands
| | - Hannah Bakoy
- Department of Clinical Science, University of Bergen, Bergen, Norway
- Department of Paediatric and Adolescent Medicine, Haukeland University Hospital, Bergen, Norway
| | - Henrique Barros
- EPIUnit-Instituto de Saúde Pública da Universidade do Porto, Porto, Portugal
| | - Nicole Baumann
- Department of Psychology, University of Warwick, Coventry, UK
| | - Josephine Funck Bilsteen
- Department of Pediatrics, Hvidovre University Hospital, Hvidovre, Denmark
- Section of Epidemiology, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Klaus Boerch
- Department of Pediatrics, Hvidovre University Hospital, Hvidovre, Denmark
| | - Ileana Croci
- Clinical Care and Management Innovation Research Area, Bambino Gesù Pediatric Hospital, Roma, Lazio, Italy
| | - Marina Cuttini
- Clinical Care and Management Innovation Research Area, Bambino Gesù Pediatric Hospital, Roma, Lazio, Italy
| | - Elizabeth Draper
- Department of Health Sciences, University of Leicester, Leicester, UK
| | - Thomas Halvorsen
- Department of Clinical Science, University of Bergen, Bergen, Norway
- Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway
| | - Samantha Johnson
- Department of Health Sciences, University of Leicester, Leicester, UK
| | - Karin Källén
- Department of Obstetrics and Gynecology, Unit of Reproduction Epidemiology, Institution of Clinical Sciences, University of Lund, Lund, Sweden
| | - Tuuli Land
- Department of Pediatrics, University of Tartu, Children's Clinic of Tartu University Hospital, Tartu, Estonia
| | - Jo Lebeer
- Department of Family Medicine & Population Health, Disability Studies, Faculty of Medicine & Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Liisa Lehtonen
- Department of Pediatrics and Adolescent Medicine, Turku University Hospital Turku, Turku, Finland
- Department of Clinical Medicine, University of Turku, Turku, Finland
| | - Rolf F Maier
- Children's Hospital, University Hospital, Philipps University Marburg, Marburg, Germany
| | - Neil Marlow
- UCL Elizabeth Garrett Anderson Institute for Women's Health, University College London, London, UK
| | - Andrei Morgan
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
- UCL Elizabeth Garrett Anderson Institute for Women's Health, University College London, London, UK
| | - Yanyan Ni
- Department of Psychology, University of Warwick, Coventry, UK
- UCL Elizabeth Garrett Anderson Institute for Women's Health, University College London, London, UK
| | - Katri Raikkonen
- Department of Psychology and Logopedics, University Of Helsinki, Helsinki, Finland
| | - Anass Rtimi
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
| | - Iemke Sarrechia
- Department of Family Medicine & Population Health, Disability Studies, Faculty of Medicine & Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Heili Varendi
- Department of Pediatrics, University of Tartu, Children's Clinic of Tartu University Hospital, Tartu, Estonia
| | - Maria Vollsaeter
- Department of Clinical Science, University of Bergen, Bergen, Norway
- Department of Paediatric and Adolescent Medicine, Haukeland University Hospital, Bergen, Norway
| | - Dieter Wolke
- Department of Psychology, University of Warwick, Coventry, UK
| | - Milla Ylijoki
- Department of Pediatrics and Adolescent Medicine, Turku University Hospital Turku, Turku, Finland
- Department of Paediatric Neurology, University of Turku and Turku University Hospital, Turku, Finland
| | - Jennifer Zeitlin
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, Inserm, INRA, Paris, France
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22
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Xie Z, Wang W, Chu X, Qiu Q, Yuan F, Huang J, Chen M. Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension. Front Psychol 2021; 12:770579. [PMID: 34899520 PMCID: PMC8657595 DOI: 10.3389/fpsyg.2021.770579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Accepted: 11/02/2021] [Indexed: 11/13/2022] Open
Abstract
The study investigates whether learners’ demographics (e.g., age, education, and intelligence-IQ), language learning experience, and cognitive control predict Chinese (L2) reading comprehension in young adults. Thirty-four international students who studied mandarin Chinese in mainland China (10 females, 24 males) from Bangladesh, Burundi, Congo, Madagascar, Nigeria, Rwanda, South Africa, and Zimbabwe were tested on a series of measures including demographic questionnaires, IQ test, two cognitive control tasks [Flanker Task measuring inhibition and Wisconsin Card Sorting Test (WCST) measuring mental set shifting], and a Chinese reading comprehension test (HSK level 4). The results of correlation analyses showed that education, L2 learning history, L2 proficiency, and previous category errors of the WCST were significantly correlated with Chinese reading comprehension. Further multiple regression analyses indicated that Chinese learning history, IQ, and previous category errors of the WCST significantly predicted Chinese reading comprehension. These findings reveal that aside from IQ and the time spent on L2 learning, the component mental set shifting of cognitive control also predicts reading outcomes, which suggests that cognitive control has a place in reading comprehension models over and above traditional predictors of language learning experience.
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Affiliation(s)
- Zhilong Xie
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
| | - Wei Wang
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
| | - Xiaying Chu
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
| | - Qing Qiu
- School of Intercultural Studies, Jiangxi Normal University, Nanchang, China
| | - Fangfang Yuan
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
| | - Jinwen Huang
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
| | - Meijing Chen
- Foreign Languages College, Jiangxi Normal University, Nanchang, China
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23
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Wang C, Nie Y, Ma C, Lan X. More Parental Guan, More Academic Engagement? Examining the Moderating Roles of Adolescents' Gender and Reciprocal Filial Piety. The Journal of Genetic Psychology 2021; 183:78-90. [PMID: 34889719 DOI: 10.1080/00221325.2021.2007350] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In the field of child development, although prior research has extensively documented the association between parenting styles and academic engagement, little is known from the perspective of the culture-specific parenting style in Eastern countries such as China, guan (i.e., intensively rear and strictly discipline). Moreover, individual differences, such as gender-specific patterns and the role of reciprocal filial piety, of this association are less explored. Guided by the socioecological framework, the present study examines the associations of parental guan with academic engagement, and the moderating roles of adolescents' gender and reciprocal filial piety. A total of 1808 Chinese adolescents (M age = 12.64 years, SD = 1.51; 51.4% girls) completed self-report questionnaires. Results showed that paternal guan and maternal guan were each positively associated with academic engagement. Moderation analyses showed that high reciprocal filial piety significantly enhanced the positive association between paternal guan and academic engagement for boys, but not for girls; however, the association between maternal guan and academic engagement has not been altered by reciprocal filial piety or gender. In conclusion, both paternal and maternal guan significantly contribute to adolescents' academic engagement, and such an association between paternal guan and academic engagement is differentiated by adolescents' gender and reciprocal filial piety.
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Affiliation(s)
- Chen Wang
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, China.,School of Teacher Education, Shaoxing University, Shaoxing, China
| | - Yizi Nie
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, China.,School of Teacher Education, Shaoxing University, Shaoxing, China
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialization, University of Padova, Padua, Italy
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24
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Yin H, Qian S, Huang F, Zeng H, Zhang CJP, Ming WK. Parent-Child Attachment and Social Adaptation Behavior in Chinese College Students: The Mediating Role of School Bonding. Front Psychol 2021; 12:711669. [PMID: 34777092 PMCID: PMC8581613 DOI: 10.3389/fpsyg.2021.711669] [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: 05/19/2021] [Accepted: 10/01/2021] [Indexed: 11/13/2022] Open
Abstract
Family and school are two main places for adolescents to develop socialization, which can be contributed by good parent-child attachment and school bonding. Earlier studies suggested that parent-child attachment played an important role in promoting the formation of high-level school bonding, which is also likely to influence social adaptation. This study aimed to explore the relationship between parent-child attachment and social adaptation, and the mediating role of school bonding. Using stratified cluster sampling, 1,440 college students were first randomly selected from four universities and then stratified by specialty with a balance between genders and grades. Participants voluntarily participated in this study and completed questionnaires including the Parent-Child Attachment Scale, School Bonding Scale, and Social Adaptation Scale. Finally, a total of 1,320 college students were included in the analysis (59.5% female; aged 18-24years, Mage=20.39±1.52years). Data analysis and structural equation modeling were conducted using SPSS 22.0 and AMOS 23.0. The results indicated that the overall level of parent-child attachment in females (M=75.72, SD=12.36) was significantly higher than that of males (M=73.71, SD=12.68; F=8.22, p<0.01). Difference was also found between sibling status (F=13.90, p<0.001), and the only-child (M=76.16, SD=12.72) scored significantly higher than their counterparts (non-only children, M=73.60, SD=12.19). Parent-child attachment was positively correlated with social adaptation (p<0.01) and school bonding (p<0.01), while school bonding was also positively correlated with social adaptation score (p<0.01). School bonding played a partial intermediate role in the relationship between parent-child attachment and social adaptation (β=0.15). Our research identified a direct influence of parent-child attachment and an indirect influence via school bonding on social adaptation among college students.
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Affiliation(s)
- Haowen Yin
- Faculty of Psychology, Tianjin Normal University, Tianjin, China
- Kangda College of Nanjing Medical University, Lian Yungang, China
| | - Suning Qian
- School of Foreign Languages, Xuzhou University of Technology, Xuzhou, China
| | - Fengqiu Huang
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, Guangzhou, China
| | - Huibin Zeng
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, Guangzhou, China
| | - Casper J. P. Zhang
- School of Public Health, The University of Hong Kong, Hong Kong SAR, China
| | - Wai-Kit Ming
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, Guangzhou, China
- Department of Infectious Diseases and Public Health, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
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25
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Yoon S, Helsabeck N, Wang X, Logan J, Pei F, Hamby S, Slesnick N. Profiles of Resilience among Children Exposed to Non-Maltreatment Adverse Childhood Experiences. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182010600. [PMID: 34682346 PMCID: PMC8536112 DOI: 10.3390/ijerph182010600] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 10/04/2021] [Accepted: 10/07/2021] [Indexed: 11/30/2022]
Abstract
Considering the high prevalence and negative consequences of non-maltreatment adverse childhood experiences (NM-ACEs), it is critical to understand their impacts on the resilient functioning of young children. This study sought to examine heterogeneity in resilience among first-grade children who were exposed to NM-ACEs during kindergarten and explore demographic and adversity characteristics that distinguish between resilience profiles. Latent profile analysis (LPA) was conducted on 4929 children drawn from the Early Childhood Longitudinal Study—Kindergarten (ECLS-K). The results of the LPA revealed four distinct resilience profiles: (1) low cognitive and executive functioning (4%); (2) low social and behavioral functioning (14%); (3) low average functioning (31%); and (4) multi-domain resilience (51%). Female children and those in families characterized by older maternal age, higher parental education level, household income above 200% federal poverty level, not receiving welfare benefits, and races other than Black were more likely to be in the multi-domain resilience profile. The findings highlight heterogeneity in resilience among children exposed to NM-ACEs and point to the need for a comprehensive, multi-domain assessment of child functioning to support optimal resilience development in this population.
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Affiliation(s)
- Susan Yoon
- College of Social Work, The Ohio State University, Columbus, OH 43210, USA
- Correspondence: ; Tel.: +1-614-292-3289
| | - Nathan Helsabeck
- Quantitative Research, Evaluation and Measurement, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA; (N.H.); (J.L.)
| | - Xiafei Wang
- School of Social Work, Falk College, Syracuse University, Syracuse, NY 13244, USA; (X.W.); (F.P.)
| | - Jessica Logan
- Quantitative Research, Evaluation and Measurement, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA; (N.H.); (J.L.)
| | - Fei Pei
- School of Social Work, Falk College, Syracuse University, Syracuse, NY 13244, USA; (X.W.); (F.P.)
| | - Sherry Hamby
- Department of Psychology, The University of the South, Sewanee, TN 37383, USA;
- Life Paths Research Center, Sewanee, TN 37375, USA
| | - Natasha Slesnick
- Department of Human Sciences, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA;
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Liu K, Yang Y, Li M, Li S, Sun K, Zhao Y. Parents' and adolescents' perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic. CHILDREN AND YOUTH SERVICES REVIEW 2021; 129:106190. [PMID: 34511675 PMCID: PMC8421081 DOI: 10.1016/j.childyouth.2021.106190] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Revised: 05/31/2021] [Accepted: 07/31/2021] [Indexed: 05/25/2023]
Abstract
Although psychological stress that adolescents may encounter during the COVID-19 pandemic has been of increasing interest to scholars, few studies have examined the profound impact that parents give to adolescents when staying indoors. This study surveyed 1,550 students and their parents from eight middle schools in eastern China. We employed multiple linear regressions with school fixed effects to examine the different perceptions of parental involvement between parents and children, and the relationships between these different types of parental involvement and depression in middle school students. Results indicated that discrepancies existed in their perceptions of behavioral aspects of parental involvement, including parental academic involvement, parent-teacher communication, and parent-child communication. Most saliently, higher levels of parental academic involvement (B = 0.051, p < 0.05) and lower levels of parent-child communication (B = -0.084, p < 0.05) perceived by students were associated with higher levels of depression. These findings contribute to the understanding of the association between parental involvement and students' mental health during the COVID-19 pandemic.
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Affiliation(s)
- Keqiao Liu
- School of Public Finance and Public Administration at Jiangxi University of Finance and Economics, Nanchang, China
| | - Yang Yang
- Center for Educational Science and Technology, Institute of Advanced Studies in Humanities and Social Sciences at Beijing Normal University, Zhuhai, China
| | - Miao Li
- Department of Sociology at Shandong University, Jinan, China
| | - Siqi Li
- Research Institute of Science Education at Beijing Normal University, Beijing, China
| | - Kai Sun
- Shandong SDU Basic Education Group, Jinan, China
| | - Yong Zhao
- Aoti Zhonglu Campus of the Middle School Affiliated to Shandong University, Jinan, China
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Chen JJ, Jiang TN, Liu MF. Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation. Front Psychol 2021; 12:714346. [PMID: 34539515 PMCID: PMC8444631 DOI: 10.3389/fpsyg.2021.714346] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Accepted: 08/02/2021] [Indexed: 11/23/2022] Open
Abstract
This study explored the mediating effects of resilience and future orientation on the relationship between family socioeconomic status (SES) and learning engagement within the context of Chinese culture based on the cognitive theory of social class. A total of 1,245 junior high school students were recruited to complete anonymous questionnaires regarding the objective and subjective SES of their families, resilience, future orientation, and learning engagement. The mediating effects were tested by stepped multiple linear regression. Results indicated the following: (1) the relationships between objective and subjective SES, resilience, future orientation, and learning engagement was significantly positive; (2) resilience only mediated the relationship between subjective SES and learning engagement, whereas future orientation mediated the relationships between objective/subjective SES and learning engagement; (3) resilience and future orientation sequentially mediated the relationship between subjective SES and learning engagement. The current study contributes to a better understanding of how family SES influences adolescent academic performance from the perspective of adolescent cognitive abilities. In addition, this study provides implications for the prevention and intervention of academic performance of poor adolescents due to low SES.
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Affiliation(s)
- Jing-Jing Chen
- Department of Sociology, Faculty of Humanities and Social Sciences, Nanjing Forestry University, Nanjing, China
| | - Ting-Na Jiang
- Department of Sociology, Faculty of Humanities and Social Sciences, Nanjing Forestry University, Nanjing, China
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Zou J. The effect of parenting pressure on children's internalizing problem behaviors and its mechanism. Work 2021; 69:675-685. [PMID: 34120944 DOI: 10.3233/wor-213508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND in the process of raising children, parents will inevitably have inappropriate measures and behaviors, which will bring greater pressure on the children's psychology and physiology. OBJECTIVE in the field of children's development, parenting pressure has always been one of the hotspots of worldwide scholars. In order to further understand the causes of children's psychological problems, the effect of parenting pressure on children's internalizing problem behaviors and its mechanism are explored. METHODS based on previous literature, the parenting pressure and children's internalizing related problems in China are investigated. Based on the characteristic discussion of parenting styles in China, the parenting pressure and internalizing problems of children is deeply analyzed. The sample survey is used to sample the parents of kindergarten children, and a total of 679 children's parents are selected. RESULTS the results show that the parents of boys have more serious parenting pressure than the parents of girls. In the process of raising children, the mother bears more pressure than the father. For the internalizing problems of children, the psychological aggression behavior of parents shows a relatively serious effect. There is a certain causal relationship between parenting pressure and parents' strict discipline behavior. Therefore, parenting pressure is used as an intermediary variable to affect children's internalizing behavior. Parenting pressure does not show a significant correlation with children's internalizing problems, but indirectly affects the generation of children's internalizing behaviors by affecting parents' strict discipline behaviors. CONCLUSION it enriches the investigations on parenting pressure and children's education in China, and provides a certain theoretical basis for the development of children's mental health.
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Affiliation(s)
- Jing Zou
- Kunsan National University, Jeollabuk-do, Korea, E-mail:
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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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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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31
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Family Income and Student Educational and Cognitive Outcomes in China: Exploring the Material and Psychosocial Mechanisms. SOCIAL SCIENCES 2020. [DOI: 10.3390/socsci9120225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Leveraging data from a nationally representative school-based adolescent survey, the current study aimed to provide a comprehensive assessment of how family income is associated with multiple cognitive and educational outcomes in China and examine the underlying material and psychosocial mechanisms. We found robust associations of family income with school grades, cognitive ability, and study attitude, but not with homework engagement. Moreover, we found that home amenities, i.e., measuring home-based material resources, played the largest mediating role in explaining family income effects on cognitive ability and study attitude. Among the non-monetary or intangible intervening factors, children’s own and peers’ educational aspirations along with mother-child communication were the most important mechanisms. To a lesser extent, family income effects were also attributable to harmonious parent-child and between-parent relationships. The key take-home message is that home environments constitute a prominent setting outside of school exerting powerful influences shaping school outcomes for Chinese adolescents. Our study contributes to a better understanding of how family economic resources are transmitted to children’s cognitive and educational advantages via home material resources, family non-monetary features, children’s agency, and peer influence. Policy implications and future research are discussed.
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Zhang F, Jiang Y, Ming H, Ren Y, Wang L, Huang S. Family socio-economic status and children's academic achievement: The different roles of parental academic involvement and subjective social mobility. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 90:561-579. [PMID: 32777088 DOI: 10.1111/bjep.12374] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 05/05/2020] [Accepted: 07/10/2020] [Indexed: 12/01/2022]
Abstract
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.
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Affiliation(s)
- Feng Zhang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
| | - Ying Jiang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
| | - Hua Ming
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
| | - Yi Ren
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
| | - Lei Wang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
| | - Silin Huang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, China
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Psychosocial Well-Being of School-Aged Children Born to Bereaved ( Shidu) Families: Associations with Mothers' Quality of Life and Involvement Behaviors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17114166. [PMID: 32545275 PMCID: PMC7312071 DOI: 10.3390/ijerph17114166] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Revised: 06/03/2020] [Accepted: 06/08/2020] [Indexed: 12/17/2022]
Abstract
Parents who lost their only child in the 12 May 2018 Wenchuan earthquake came to be known as the “shidu” (loss of an only child) parents. After the earthquake, they were beneficiaries of free reproductive health services, and most had another child. This study focuses on the psychosocial well-being of those children born to the shidu parents, and explores factors associated with mothers’ quality of life (QoL) and their involvement with their children. A cross-sectional survey was conducted in two primary schools in Wenchuan County. A sample of 192 families was analyzed (147 non-shidu and 45 shidu). The statistical analyses indicated that the children of shidu families had poorer peer relationships than children of non-shidu families. Moreover, shidu mothers’ expectations of their children’s achievements were significantly lower than for non-shidu mothers, but there was no statistically significant difference in the QoL between them. Additionally, a higher home-based involvement of mothers was found to be moderately associated with peer relationship problems of children in shidu families. Therefore, we suggest a future research focus on developing joint activities for parents and children that help to increase emotional communication for the psychosocial development of children in shidu families after disasters in China.
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Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. J Exp Child Psychol 2020; 194:104734. [DOI: 10.1016/j.jecp.2019.104734] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 10/18/2019] [Accepted: 10/18/2019] [Indexed: 11/21/2022]
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