Parents’ Impact on Children’s School Performance: Marital Satisfaction, Parental Involvement, and Mental Health

Lui, Ming; Lau, Gilbert Ka Bo; Tam, Vicky C W; Chiu, Hiu Man; Li, Sandy S C; Sin, Kuen Fung

doi:10.1007/s10826-019-01655-7

Cited by 28 publications

(27 citation statements)

References 83 publications

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“…This result suggested that Chinese teenagers' school absenteeism may be triangulated with the marital conflicts of parents ( 34 ). The emergence of this subtheme also partially verified the conclusions of previous research that children involved in parental marital conflicts have poorer academic performance ( 35 ).…”

Section: Discussionsupporting

confidence: 83%

What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents: A Qualitative Study

Liu

Zhao

et al. 2021

Front. Psychiatry

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Objective: Although, there has been a growing number of studies on school refusal in Western cultures, the underlying factors that contribute to school refusal in Chinese adolescents remain unclear. This study aimed to better understand why Chinese adolescents refuse to go to school and to further interpret what they want to express through their school refusal behaviors.Methods: We performed a qualitative study using an interpretative phenomenological analysis. Twenty adolescents with school refusal experiences were recruited from the clinical psychology department of two mental health hospitals in Shanghai, China. They participated in semistructured, face-to-face in-depth interviews. The interviews were transcribed verbatim and analyzed according to the guidelines of interpretative phenomenological analysis.Findings: Five main superordinate themes emerged from data analysis: (a) competition-oriented social environment; (b) family living space dominated by conflicts; (c) personal living space lacking meaningful support; (d) conflict between the pros and cons of being labeled with a psychiatric diagnosis; and (e) reintegration in school life.Conclusions: Our analysis emphasized the complex interacting effects of the social environment, family interpersonal conflicts, personal psychological factors and mental health complaints on the development and maintenance of Chinese adolescents' school refusal. These factors contributed to school refusal at each level and influenced each other's effects on school refusal behaviors. Therefore, interventions for Chinese teenagers with school refusal may need to integrate strategies that inspire reorganization and changes in different ecosystems, such as strategies related to government policy, peer relationships, family systems and individual inner dynamics.

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Section: Discussionsupporting

confidence: 83%

What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents: A Qualitative Study

Liu

Zhao

et al. 2021

Front. Psychiatry

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“…The findings of the research on the components of parent involvement are divided into three namely (1) habituation, for example communicating with teachers, attending school activities, getting engaged in organizations and connecting with the community, (2) academic, for example, covering the provision of learning support materials, helping children make decisions, making mutually agreed rules and having discussions with children about education. Lui et al, (2020) show that structural equation modeling reveals that the conditions of parental marriage have a significant indirect effect on children's academic achievement in two ways: (1) with parental psychopathological symptoms, children's internal behavior, and school involvement as a mediator; (2) with parental involvement and school involvement as a mediator. Marital satisfaction had no direct effect on school engagement or on academic performance.…”

Section: Discussionmentioning

confidence: 95%

Parent involvement in adolescents’ education: A case study of partnership models

Sujarwo

Kusumawardani

Prasetyo

et al. 2021

CJES

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Parent involvement has become very important in successful children’s education. The activities showing parent involvement can not be separated from lifelong education. Therefore, the focus of this research is was on non-formal and informal education in achieving one of the sustainable development goals. Then, this study described parent involvement activities in senior high schools as a model of partnership. This research was qualitative in nature, employing a case study method. The results of this study concerning parent involvement in the education of their teenage children could be seen from the forms of parental support they gave in their children’s activities either at school or at home. It is shown that in terms of parent involvement at school, parents from the upper – middle social-economic status gave more participation in the forms of funds and energy. From both activities, the researchers classified involvement patterns into three, namely habituation, academic involvement, and self-concept. Keywords: adulthood, collaboration, informal learning, parent involvement, partnership

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“…Por todo ello, es necesario estudiar el estado psicológico de los padres y madres y el posible impacto que el confinamiento y la COVID-19 ha tenido en ellos, no sólo prestando atención a las posibles variables de riesgo y malestar, sino también a las de protección y bienestar (Blasco-Belled et al, 2020). Todo ello con el fin no sólo de brindarles la atención que merecen y velar por su salud; sino también para promover y velar por el bienestar de la familia en su conjunto, ya que el estado mental de los padres y madres se ha visto relacionado con el desarrollo personal y escolar de sus hijos (Lau et al, 2018;Lui et al, 2020;McLaughlin et al, 2012;Reupert y Maybery, 2016).…”

Section: Introductionunclassified

Necesidades familiares y educativas de alumnos durante el confinamiento por COVID-19.

Núñez-Sánchez

Núñez-Sánchez²,

Soto‐Rubio

2022

Informació Psicològica

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El presente estudio ha tenido por objetivo estudiar el impacto psicológico del confinamiento domiciliar por la COVID-19 en escolares españoles y sus familias. Participaron 90 progenitores, siendo el 90% madres. En relación a los hijos, el 84% acudía a educación primaria. Se evaluaron variables sociodemográficas y psicopedagógicas, así como satisfacción con la vida, inteligencia emocional, estrategias de afrontamiento, estado emocional y datos relacionados con la COVID-19 (impacto, información, recursos y medidas tomadas). Se llevó a cabo un estudio transversal mediante encuesta online en coordinación con los departamentos de orientación de los colegios participantes. Se realizaron análisis descriptivos y de comparación de medias. Los resultados indican una percepción positiva de los padres respecto al rendimiento académico de sus hijos durante el confinamiento, pero negativa en lo referente a las medidas tomadas en relación a la COVID-19 por parte de las entidades responsables. Los progenitores también perciben como insuficientes los recursos y la información relativos a la COVID-19 proporcionados por dichas entidades durante el confinamiento. Se observa un mayor impacto psicológico en las familias de los escolares más jóvenes, y un menor impacto psicológico de las familias cuyos hijos reciben sesiones terapéuticas de audición y lenguaje.

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Parents’ Impact on Children’s School Performance: Marital Satisfaction, Parental Involvement, and Mental Health

Cited by 28 publications

References 83 publications

What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents: A Qualitative Study

What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents: A Qualitative Study

Parent involvement in adolescents’ education: A case study of partnership models

Necesidades familiares y educativas de alumnos durante el confinamiento por COVID-19.

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