What is it about?
Classroom peer status (being accepted, admired, and liked by friends in the classroom) is a key factor in children’s development. The present study aims to test the mediating effect of psychological Suzhi (an indigenous concept of China and a kind of positive psychological quality) in the association between parental educational involvement (PEI) and primary students’ classroom peer status, and whether this mediating process is moderated by family socioeconomic status (SES). The study was designed according to a cross-sectional study model, with 462 Chinese primary school students completing questionnaires regarding demographic information, psychological Suzhi, and classroom peer status. Family SES and PEI questionnaires were completed by the students’ parents.
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Why is it important?
The findings from this study shown that, regardless of family SES level, PEI increased a child’s positive internal psychological characteristics and helped to improving the childs' classroom peer status. In contrast, PEI's direct influence on primary students’ classroom peer status was not significant in families with low SES. In such families, the quality of PEI may be reduced due to the influence of parents’ education levels and family economic stress. These results are meaningful for developing interventions in the family context.
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This page is a summary of: Effects of parental educational involvement on classroom peer status among Chinese primary school students: A moderated mediation model of psychological Suzhi and family socioeconomic status, Children and Youth Services Review, April 2020, Elsevier, DOI: 10.1016/j.childyouth.2020.104881.
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