Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-12-30 DOI:10.1016/j.jsp.2024.101425

Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui

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Abstract

Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (M_age = 43.32 years, SD = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, p = .039), American cultural acquisition (β = .26, p < .001), and Chinese proficiency (β = .13, p = .044) were positively related to their school involvement. Parental English proficiency (β = .24, p = .005) was positively related to home involvement. American cultural acquisition (β = .25, p < .001) and Chinese proficiency (β = .16, p = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, p < .001) was positively associated with life satisfaction, and English proficiency (β = -.20, p = .033) and American cultural acquisition (β = -.21, p = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.