The Mediating Role of Maternal Psychological Capital on the Relationship between Social Support and Parenting Competence: Evidence from Chinese Mothers

Yue, Yaping; Yuan, Huanhuan; Tan, Beijia; Wu, Dandan

doi:10.1080/10409289.2022.2098761

Cited by 4 publications

(2 citation statements)

References 45 publications

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“…This support helps them procrastinate less, enhances their PsyCap, and improves their academic adjustment. Previous research found student mothers with high PsyCap have extensive social support networks, which enable them to maximize their abilities within the educational framework (Yue et al, 2023). Furthermore, positive PsyCap as a personal resource empowers mothers to pursue their goals, such as studying and persevering in their achievements, even when they encounter challenges (Machín-Rincón et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…A study examining mothers' PsyCap found a positive correlation between PsyCap and social support and parenting skills; the higher a mother's PsyCap, the more social support she received and the better her parenting skills were (Sarwar et al, 2022). Another study found student mothers with high PsyCap had broad social support networks that enabled them to maximize their capabilities within the educational framework (Yue et al, 2023). Moreover, PsyCap as a personal resource was found to enable mothers to pursue their goals, such as studying and persevering in their achievements, even when problems arose (Machín-Rincón et al, 2020).…”

Section: Psycapmentioning

confidence: 99%

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The Role of Psychological Capital in Academic Procrastination and Adjustment Among Mothers in Higher Education

Walter,

Hazan

2024

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This study investigated the relationships between psychological capital (PsyCap), academic procrastination, and academic adjustment, comparing mothers in higher education to non-mothers. We hypothesized academic procrastination would mediate the relationship between PsyCap and academic adjustment in both groups. Utilizing a sample of 216 students (156 mothers, 60 non-mothers) from various higher education institutions in Israel, we employed a cross-sectional design to analyze the interrelationships among PsyCap, academic procrastination, and academic adjustment. The findings showed significant positive correlations between PsyCap and academic adjustment, and significant negative correlations between PsyCap and procrastination, for both mothers and non-mothers. There were no significant differences in PsyCap, academic adjustment, and procrastination for mothers and non-mothers. The mediation analysis confirmed procrastination mediated the relationship between PsyCap and academic adjustment in both groups. These results suggest higher PsyCap is associated with lower levels of procrastination and better academic adjustment. The study underscores the importance of fostering PsyCap and providing robust social support systems to improve academic outcomes for all students, particularly mothers.

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Section: Discussionmentioning

confidence: 99%

Section: Psycapmentioning

confidence: 99%