Different Associations of Parental Involvement with Children's Learning of Chinese, English, and Math: A Three-Wave Longitudinal Study

Autor/inn/en	Wang, He; Chen, Yinghe; Yang, Xiujie; Yu, Xiao; Zheng, Kaiyi; Lin, Qinyi; Cheng, Xuanzhou; He, Ting
Titel	Different Associations of Parental Involvement with Children's Learning of Chinese, English, and Math: A Three-Wave Longitudinal Study
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xiujie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00605-0
Schlagwörter	Parent Participation; Learner Engagement; COVID-19; Pandemics; Foreign Countries; Chinese; English (Second Language); Mathematics Education; Academic Achievement; Outcomes of Education; Longitudinal Studies; Predictor Variables; Correlation; China + Suchen Sie Ihr Suchwort? Elternmitwirkung; Ausland; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematische Bildung; Schulleistung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Korrelation
Abstract	Due to the impact of COVID-19, children and their parents are spending more time at home, which increases parent--child interactions. The goals of the present study were to examine the mediating effects of children's learning engagement on the relationships of parental involvement in Chinese, English, and math performance and to investigate whether parent-perceived parental involvement and child-perceived parental involvement consistently affected children's academic performance. Data were collected from 253 Chinese primary school students (117 boys, Mage = 10.53) during the COVID-19 pandemic. We included parental involvement perceived by the parents and by the children to comprehensively describe parental involvement (in wave 2); we collected children's learning engagement (wave 2); and we compared children's Chinese, English and math academic performances before (wave 1) and after (wave 3) China's first wave of COVID-19 in 2020. The results showed that after controlling for gender, age, and SES, the parental involvement perceived by parents could be directly and positively related to children's learning engagement, and it also indirectly influenced children's learning engagement through the children's perceived parental involvement. Learning engagement was a mediator of the relationship between parental involvement and children's academic performance. Parental involvement significantly predicted children's Chinese and English performances through their learning engagement, while parental involvement failed to predict children's mathematics performances during the COVID-19 pandemic. The current research provides insights into the underlying mechanisms of how parental involvement affects children's academic performances during school closures and hopes to guide parents and schools to consider how to cooperate and continue to use rapidly developing digital education resources amid the long-term impact of COVID-19 to provide children using more effective and suitable guidance in the future. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01