Parental Involvement and Children’s Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students DOI Creative Commons
Xiangning Liu,

Hengyuan Fan,

Xinlong Shang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 603 - 603

Published: July 16, 2024

Parental involvement may influence the subjective well-being of primary school students, but specific mechanisms remain unclear. This study explores between parental and students' well-being. The current investigated 340 fifth sixth grade students their parents from a using Education Involvement Behavior Scale, Well-Being Sense Security Learning Self-Regulation Scale. We found that (1) sense security plays complete mediating role well-being; (2) autonomous motivation has marginal effect students; (3) play chain parents' educational In conclusion, appears to contribute children's well-being, this be mediated individually sequentially by motivation.

Language: Английский

Parental involvement and social skills of school-aged children with intellectual disabilities: the role of parenting stress and social support DOI
Yuting Han,

Eng Hock Kway,

Tingzhao Wang

et al.

Published: April 10, 2025

Abstract Background Children with intellectual disabilities (ID) require additional support for social skills development, parental involvement being a key factor. However, the mechanisms underlying this relationship remain unclear. Objectives This study aimed to examine between and in children ID, assess mediating role of parenting stress, explore moderating effect on stress children’s skills. Methods Using convenience sampling, 692 parents ID (aged 6–18) from special education schools Zhongshan Heze, China (May-July 2024) were recruited. Participants completed Social Responsiveness Scale-Short Form, Parental Involvement Questionnaire, Parenting Stress Index-Short Form-15, Multidimensional Scale Perceived Support. SPSS was used descriptive statistics SmartPLS mediation moderation effects. Results had significant positive direct (β = -0.099, p < 0.01, due reverse scoring SRS-SF). partially mediated (indirect effect: β -0.074, 0.01), higher significantly associated lower -0.137, 0.01). 0.01) predicting better 0.543, 0.001). moderated negative 0.056, 0.05), levels mitigating effects stress. Conclusions: revealed complex interplay involvement, shaping development ID. These findings an integrated intervention approach that enhances reduces strengthens systems. cross-sectional nature precludes causal interpretations, warranting longitudinal investigation establish temporal relationships.

Language: Английский

Citations

0
How does Parental Media Mediation Regulate the Association between Digital Parental Awareness and the Parent-Child Relationship? DOI Creative Commons
Muammer Enes Bayar, Taibe Kulaksız, Mehmet Toran

et al.

Early Childhood Education Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 22, 2025

Language: Английский

Citations

0
Parental Involvement and Children’s Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students DOI Creative Commons
Xiangning Liu,

Hengyuan Fan,

Xinlong Shang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 603 - 603

Published: July 16, 2024

Parental involvement may influence the subjective well-being of primary school students, but specific mechanisms remain unclear. This study explores between parental and students' well-being. The current investigated 340 fifth sixth grade students their parents from a using Education Involvement Behavior Scale, Well-Being Sense Security Learning Self-Regulation Scale. We found that (1) sense security plays complete mediating role well-being; (2) autonomous motivation has marginal effect students; (3) play chain parents' educational In conclusion, appears to contribute children's well-being, this be mediated individually sequentially by motivation.

Language: Английский

Citations

0