In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the ...In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education.This longitudinal study investigated how various dimensions of parental involvement in education correlates to school-age children’s academic achievement while examining the moderating effect of family socioeconomic status(SES).As observed,three dimensions of parental involvement in education had respective predictive effects on school-age children’s academic achievement:(1)Personal involvement positively predicted academic achievement,with stronger involvement leading to improved outcomes;(2)cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement,indicating diminishing returns when the involvement was excessive;(3)behavioral involvement exhibited an insignificant predictive effect on academic achievement.Moreover,the personal involvement of lower SES parents showed a strong predictive effect,proving the specificity of the moderating effect of family SES.The findings shed light on policy making,enhancing effective parental involvement in education,and promoting high-quality family education development.展开更多
基金funded by the key program of the Beijing Social Science Fund 2021,“Current Situation and Early Warning on Mental Health Risk Factors of School-Age Children in Beijing”(No.21JYA003).
文摘In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education.This longitudinal study investigated how various dimensions of parental involvement in education correlates to school-age children’s academic achievement while examining the moderating effect of family socioeconomic status(SES).As observed,three dimensions of parental involvement in education had respective predictive effects on school-age children’s academic achievement:(1)Personal involvement positively predicted academic achievement,with stronger involvement leading to improved outcomes;(2)cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement,indicating diminishing returns when the involvement was excessive;(3)behavioral involvement exhibited an insignificant predictive effect on academic achievement.Moreover,the personal involvement of lower SES parents showed a strong predictive effect,proving the specificity of the moderating effect of family SES.The findings shed light on policy making,enhancing effective parental involvement in education,and promoting high-quality family education development.
