Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model

Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes

“…Third, this study found that many parents, especially those with more than one child, tended to reject online learning because they had no time to support children’s online learning at home. This finding is consistent with that study by ( Li, Shi, Wu, & Li, 2020 ), who found Chinese parents of only-child tended to have more opportunities and educational resources than those of non-only children. The parents of only-child would invest more time and energy to help their child to excel in academic performance.…”

Family and Individual Contexts of Middle-School Years and Educational Achievement of Youths in Middle-Aged Adulthood

“…Consistent with the findings of previous research, youth themselves can achieve higher educational and social success if they can hold a strong motivation and commitment for their own positive development even though in disadvantaged conditions such as low family SES or parents’ passive attitudes towards education [ 33 , 35 ]. This is supportive of the thesis of youths’ personal agency in relation to their development and life trajectories [ 6 , 15 ], which is evidenced here to powerfully impact youths’ middle-school educational performance and educational achievement in mid-thirties directly and indirectly in a far-reaching way. In fact, the mediation analysis of this study further supports the importance of youths’ family and personal factors in early adolescence in relation to youths’ educational development indirectly and expansively.…”

“…Apparently, family is the most intimate and influential socialization agent contributing to various aspects of youth development including their educational performance and success [ 3 , 4 , 5 ]. Moreover, recent theoretical and empirical work reports that although youth development is susceptible to the impacts of their proximal socialization environment such as family conditions, youths themselves may cultivate their own development by personal agency [ 6 , 7 ], in which youths who are of higher positive future expectation and motivation would perform better academically and behaviorally. Furthermore, although youth development is a progressive stage from early adolescence to young adulthood, early adolescence of the middle-school years is deemed as the most critical developmental and formative period poised youths to establish their cognitive, behavioral, and educational foundations for future positive development and accomplishment [ 8 , 9 ].…”

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

“…Parental expectations offered children more external support to improve their academic performance and better cope with academic stress. Furthermore, a low level of parental expectations might make individuals do not take life and study seriously, resulting in poor academic performance and low self-efficacy ( Ndukwu and Ndukwu, 2017 ; Li et al, 2020 ). Moreover, we found that the moderating effects on the other two pathways were not significant.…”