The influence of parental educational involvement on social anxiety among Chinese middle school students: The mediating role of psychological Suzhi and the moderating role of family socioeconomic status

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

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The Relationship between Perceived Parent-Child Discrepancies in Educational Expectations and Middle School Students’ Academic Performance: The Mediating Role of Academic Pressure

Advances in Psychology ◽

10.12677/ap.2021.1112303 ◽

2021 ◽

Vol 11 (12) ◽

pp. 2661-2668

Author(s):

雪丽马

Keyword(s):

Middle School ◽

Academic Performance ◽

Middle School Students ◽

Educational Expectations ◽

School Students ◽

Mediating Role ◽

Academic Pressure ◽

The Relationship ◽

Parent Child

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Private Tutoring and Academic Achievement: Self-Study as a Mediator

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6689 ◽

2018 ◽

Vol 46 (5) ◽

pp. 823-830 ◽

Cited By ~ 2

Author(s):

Eun Hee Seo

Keyword(s):

Academic Achievement ◽

Middle School Students ◽

Private Tutoring ◽

Study Time ◽

School Students ◽

Mediating Role ◽

Self Study ◽

The Relationship ◽

Positive Effect

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

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The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

Best Evidence of Chinese Education ◽

10.15354/bece.21.ar060 ◽

2021 ◽

Vol 9 (2) ◽

pp. 1263-1272

Author(s):

Yirui Song ◽

Lei Wang

Keyword(s):

Middle School ◽

Middle School Students ◽

Collective Efficacy ◽

Moral Disengagement ◽

School Bullying ◽

School Students ◽

Mediating Role ◽

Middle School Bullying ◽

The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

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