中国移民父母的文化适应与教育参与：情绪幸福感的中介作用

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

{"title":"中国移民父母的文化适应与教育参与：情绪幸福感的中介作用","authors":"Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui","doi":"10.1016/j.jsp.2024.101425","DOIUrl":null,"url":null,"abstract":"<div><div>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 (Mage = 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101425"},"PeriodicalIF":3.8000,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being\",\"authors\":\"Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui\",\"doi\":\"10.1016/j.jsp.2024.101425\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>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 (Mage = 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.</div></div>\",\"PeriodicalId\":48232,\"journal\":{\"name\":\"Journal of School Psychology\",\"volume\":\"109 \",\"pages\":\"Article 101425\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-12-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0022440524001456\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022440524001456","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}

引用次数: 0

摘要

文化适应、父母教育参与、生活满意度和抑郁在中国移民家庭中交织在一起。本研究探讨了中国移民父母的文化适应与教育投入之间的关系，重点考察了他们的生活满意度和抑郁在这种关系中的中介作用。参与者为250名中国移民父母(Mage = 43.32岁，SD = 6.04；（76%为女性）初中生或高中生。家长完成了关于主流习得（即英语水平和美国文化习得）和遗产维护（即汉语水平和中国文化维护）的文化适应调查。父母还报告了他们的教育参与（即学校、家庭和社区参与）、生活满意度和抑郁程度。结果显示：父母英语水平（β = 0.18, p = 0.039）、美国文化习得(β = 0.26, p <；.001)、中文水平（β = .13, p = .044）与学校投入正相关。父母英语水平（β = 0.24, p = 0.005）与家庭参与呈正相关。美国文化习得(β = 0.25, p <；.001)和汉语水平（β = 0.16, p = 0.010）与家长社区参与呈正相关。父母英语水平(β = 0.36, p <；.001)与生活满意度、英语水平呈正相关(β = -。20, p = .033)和美国文化习得(β = -。21, p = .003)与抑郁呈负相关。此外，父母生活满意度在英语熟练程度和家庭参与之间起中介作用（95% CI）。02年,.14点)。父母抑郁在美国文化习得和社区参与之间起中介作用（95% CI）。01。08])。本研究有助于全面细致地了解中国移民父母在其文化和心理背景下的教育参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.