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Harsh parenting and academic achievement in Chinese adolescents : potential mediating roles of effortful control and classroom engagement.

Catalogue Information
Field name Details
Nuova numerazione 78212
Collocazione UPS BIBL CENTR 39-C-1994
Autore WANG, M.
Titolo Harsh parenting and academic achievement in Chinese adolescents : potential mediating roles of effortful control and classroom engagement. Parte componente di periodico
Descrizione fisica pp. 16-30.
Nota generale Estratto da: Journal of School Psychology 2018, 67
Riassunto This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China ( n = 815, mean age = 12.55 years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect “path” for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential “paths” from harsh parenting to adolescent academic achievement, as well as gender differences in these “paths.” The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.
Tipo di documento RICERCA.
Soggetto GENITORI.
RENDIMENTO.
STUDENTI.
TEST.
PARTECIPAZIONE.
MEDIAZIONE.
ADOLESCENTI.
IMPEGNO.
CINA.
Ambito Psicologico
Pedagogico
Autore Secondario DENG, X.
DU, X.
Titolo correlato Journal of School Psychology 2018, 67
Accesso online http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=128589454&lang=it&site=ehost-live
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