Emotional Involvement Matters, Too: Associations among Parental Involvement, Time Management and Academic Engagement Vary with Youth's Developmental Phase

Autor/inn/en	Liu, Sihan; Wang, Xinyi; Ying, Jiefeng; Shi, Jialin; Wu, Xinchun
Titel	Emotional Involvement Matters, Too: Associations among Parental Involvement, Time Management and Academic Engagement Vary with Youth's Developmental Phase
Quelle	In: British Journal of Educational Psychology, 93 (2023) 4, S.903-920 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Sihan) ORCID (Wu, Xinchun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12605
Schlagwörter	Elementary School Students; Middle School Students; High School Students; Foreign Countries; Adolescent Development; Parent Participation; Psychological Patterns; Time Management; Academic Achievement; Learner Engagement; Cognitive Processes; Mothers; Parent Student Relationship; China + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ausland; Elternmitwirkung; Zeitmanagement; Schulleistung; Cognitive process; Kognitiver Prozess; Mother; Mutter
Abstract	Background: Prior studies have emphasized the importance of parents' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement. Aims: This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents' developmental phases. Samples: The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, M[subscript age] = 14.07 ± 2.47) participated in this study. Methods: Structural equation models and multigroup analysis were conducted. Results: We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students. Conclusions: The findings highlight the necessity of parents' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01