The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children

Qian, Tian; Chen, Binbin

doi:10.1002/pchj.337

Cited by 7 publications

(3 citation statements)

References 51 publications

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“…For instance, “I can study for a long time with few breaks during the period, “I feel happy when I am fully engaged in learning,” and “Learning inspires me.” The mean scores were calculated with a higher score indicating more learning engagement. The scale has shown well reliability and validity in Chinese students ( Tian and Chen, 2020 ; Yi et al, 2020 ). In the current sample, the CFA supported the model fit indices: χ 2 /df = 1.70, CFI = 0.98, TLI = 0.98, SRMR = 0.03, and RMSEA = 0.05.…”

Section: Methodsmentioning

confidence: 95%

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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Section: Methodsmentioning

confidence: 95%

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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“…At T1 and T2, adolescents were asked to report on their experience of their mothers' hostility using the Hostility subscales of the Chinese version (Lansford et al, 2010) of the Parental Acceptance-Rejection/Control Questionnaire (Rohner, 2005). This subscale had acceptable psychometric properties in previous Chinese samples (Lansford et al, 2010;Tian & Chen, 2020). It consists of six items to assess maternal hostility (e.g., "My mother says many unkind things to me").…”

Section: Maternal Hostilitymentioning

confidence: 99%

Chinese mothers’ parental burnout and adolescents’ internalizing and externalizing problems: The mediating role of maternal hostility.

Chen¹,

Qu²,

Yang³

et al. 2022

Developmental Psychology

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Parental burnout is a state that parents feel exhausted in their parental role. Although past research has examined concurrent correlates of parental burnout, the impacts of parental burnout on adolescent development over time remain largely unknown. The current study explored the indirect mechanisms linking mothers' parental burnout to adolescents' later internalizing and externalizing problems through maternal hostility among Chinese families. Using a sample of 606 adolescents (51.5% boys; M age = 12.89 years old) and their mothers (M age = 38.50 years old), this three-wave longitudinal study showed that mothers' parental burnout was predictive of adolescents' perceptions of their mothers' parental hostility over time, which were in turn related to adolescents' later internalizing and externalizing problems. Moreover, mothers' parental burnout was directly related to adolescents' later externalizing problems. Taken together, parental burnout played a role in adolescents' internalizing and externalizing problems over time through increased parental hostility. These findings underscore the importance of parental burnout on parenting behavior and adolescent adjustment.

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“…Online learning is distance learning. A distance learning system is a system that has existed since the mid-18th century (Tian & Chen, 2020) So online learning is learning by using the internet network. In early 2013, online learning grew rapidly, largely centered on "mobile-assisted seamless learning", which refers to unlimited learning (L. H. Wong et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Online Learning on Children's Language Development During the COVID-19 Pandemic

Kristanto¹,

Citrasukmawati²

2023

J. Obs. J. Pendidik. Anak Usia Dini

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The period of the COVID-19 pandemic impacted education, especially on early childhood education aged 5-6 years. This study aims to determine the effect of online learning on developing language aspects of children aged 5-6 years. The method used is True Experimental Design by comparing face-to-face learning at school and online education at home. The research subjects consisted of two groups, namely experimental and control, with 40 PAUD children from Kindergarten Schools in Surabaya and Gresik. Based on the Asymp.Sig value shows that online learning significantly affects early childhood language development during the Covid-19 pandemic. The reason is, face-to-face learning cannot be done optimally, with reduced learning hours during the Covid-19 pandemic. Conversely, online learning can be done anywhere and anytime, even though the place and distance are different. 0.000 0.05. Online learning that is carried out has the advantage of not having space and time boundaries so that the need for increasing children's speaking, reading, and writing skills can be met.

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The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children

Cited by 7 publications

References 51 publications

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

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

Chinese mothers’ parental burnout and adolescents’ internalizing and externalizing problems: The mediating role of maternal hostility.

Online Learning on Children's Language Development During the COVID-19 Pandemic

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