The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Xin Chen , Yinghe Chen , Xiao Yu , Jun Wei , Xiujie Yang
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引用次数: 0

Abstract

With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children’s academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother–primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9–13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children’s later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children’s later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children’s academic achievement during pandemics.

COVID-19期间家庭社会经济地位对家长参与和学生参与促进学业成绩的影响:中国儿童纵向研究。
本研究采用三波纵向设计,考察了家庭社会经济地位(SES)对2019年冠状病毒病(COVID-19)大流行期间家长参与和学生参与促进儿童学业成绩的影响。我们从 246 个母亲-小学生二元组中收集了数据,第一波时儿童的平均年龄为 10.57 ± 0.97 岁(范围 = 9-13 岁)。这些儿童的学业成绩在学校关闭前和关闭后都进行了测量。在学校关闭期间,还对家庭经济状况、家长参与度和学生参与度进行了评估。结果表明,在考虑了儿童之前的学业成绩和其他人口统计学因素后(即模型中显著的总效应),家庭社会经济地位可以预测儿童日后的学业成绩。此外,在家庭 SES 对儿童日后学业成绩的影响中,家长参与和学生参与起到了连锁中介作用。无论是家长参与还是学生参与,都不能单独调解家庭 SES 与日后学业成绩之间的关系。本文提出了一些建议,以尽量减少大流行病期间低家庭社会经济地位对儿童学业成绩的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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