Mothers’ filial piety and children’s academic achievement: the indirect effect via mother-child discrepancy in perceived parental expectations

Guo, Xiaolin; Guo, Luyang; He, Surina; Liu, Chunhui

doi:10.1080/01443410.2020.1749235

Cited by 12 publications

(7 citation statements)

References 59 publications

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“…As a result, parental expectations put more stress on them. In addition, previous studies suggested that high parental expectations were positively related to academic stress ( Yamamoto and Holloway, 2010 ; Guo et al, 2020 ), however, the level of parental expectations in this study was not too high. This study also found that parental expectations could moderate the relationship between academic stress and regulatory emotional self-efficacy.…”

Section: Discussioncontrasting

confidence: 90%

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

Guo

Zhang²,

Ran³

2023

Front. Psychol.

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Academic stress has been showed to be an important factor associated with test anxiety. However, the internal mechanism between them is still not clear. The purpose of this study was to explore whether the relationship between academic stress and test anxiety was affected by parental expectations and regulatory emotional self-efficacy. This study recruited 1,315 volunteers aged 17–25 to complete self-reports on academic stress, parental expectations, regulatory emotional self-efficacy and test anxiety. The results showed that there was a significant positive correlation between academic stress and test anxiety. Additionally, parental expectations were negatively correlated with academic stress but positively correlated with regulatory emotional self-efficacy, and regulatory emotional self-efficacy was negatively correlated with academic stress and test anxiety. The results showed that regulatory emotional self-efficacy played a mediating role in academic stress and test anxiety, and the relationship between academic stress and regulatory emotional self-efficacy was moderated by parental expectations, which indicated that parental expectations and regulatory emotional self-efficacy may play an important role in the relationship between academic stress and test anxiety.

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Section: Discussioncontrasting

confidence: 90%

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

Guo

Zhang²,

Ran³

2023

Front. Psychol.

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“…In addition, because CPAN or learning engagement correlated more significantly to children’s academic achievement in primary school years ( Chung, 2015 ), the study targeted elementary school children. Moreover, previous studies have indicated that children’s gender, age, and grade are statistically and significantly correlated to CPAN, learning engagement, family SES, and children’s academic achievement ( Meeus, 2016 ; Guo et al, 2020 ). Thus, the current study included gender, age, and grade as covariates.…”

Section: Introductionmentioning

confidence: 96%

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

Lei

et al. 2022

Front. Psychol.

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

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“…The beta value indicated that parental expectations serve as one of the factors influencing suicidal ideation. According to the relational development system theory [46], the interplay between the environment factor and individual interaction functions dually in the process of individual personal development. This theory posits that both the external environment and the unique characteristics of an individual can independently influence and predict their developmental outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…This theory posits that both the external environment and the unique characteristics of an individual can independently influence and predict their developmental outcomes. The combination of these factors can also produce a joint impact on an individual development [46]. When parental expectations were high, parents tend to employ more constructive parenting techniques and fewer detrimental ones [47], which affected adolescents' attitudes toward academics.…”

Section: Discussionmentioning

confidence: 99%

Impact of Financial Stress, Parental Expectation and Test Anxiety on Role of Suicidal Ideation: A Cross-Sectional Study among Pre-Medical Students

Hassan,

Fang,

Rizwan

et al. 2024

IJMHP

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This study examined the effects of financial stress, parental expectation and test anxiety on suicidal ideation in pre-medical students. For this purpose, a cross-sectional research design was used, and data were collected through a non-probability sampling technique. The sample consisted of 425 pre-medical students. Our results indicate a strong and positive association between parental expectation and suicidal ideation (β = 0.272; t = 3.573; p < 0.000). Likewise, entrance test exam anxiety has a positive association with suicidal ideation among pre-medical students (β = 0.394; t = 3.933; p < 0.000). Lastly, there is a significant and positive association between financial threat and suicidal ideation (β = 0.185; t = 2.539; p < 0.011). The findings of the study emphasize the importance of implementing preventative measures to address the mental health issues faced by pre-medical students, with the ultimate goal of creating an environment conducive to their comprehensive development and academic success.

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Mothers’ filial piety and children’s academic achievement: the indirect effect via mother-child discrepancy in perceived parental expectations

Cited by 12 publications

References 59 publications

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

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

Impact of Financial Stress, Parental Expectation and Test Anxiety on Role of Suicidal Ideation: A Cross-Sectional Study among Pre-Medical Students

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