Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data

2021 ◽  
Vol 7 (1) ◽  
pp. 893-905
Author(s):  
Xiang Gao ◽  
Haiping Xue
Keyword(s):  
Parent Involvement ◽  
Family Background ◽  
Structural Equations ◽  
Socioeconomic Background ◽  
Shadow Education ◽  
Panel Survey ◽  
School Students ◽  
Mediating Role ◽  
Education Participation ◽  
The Relationship

Using the 2015 data of the China Education Panel Survey (CEPS), the relationship between family socioeconomic background, parent involvement, and shadow education participation was explored through structural equations. The results showed that: parent involvement strengthened shadow education participation; parent involvement played a part in the mediating role in the influence of family socioeconomic background on shadow education participation. Parent involvement activates the advantage of family socioeconomic background. Families with high socioeconomic backgrounds are more active in participating in shadow education, and families of different strata are divided into opportunities for participation in shadow education.

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

2020 ◽  
pp. 088626052098390
Author(s):  
Jiahui Qu ◽  
Li Lei ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
Pengcheng Wang
Keyword(s):  
High School Students ◽  
Positive Association ◽  
Emotional Stability ◽  
School Students ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Indirect Path ◽  
Underlying Mechanisms ◽  
The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

scholarly journals The Effect of Family Background on Student Effort

2014 ◽  
Vol 14 (4) ◽  
pp. 1337-1403 ◽  
Author(s):  
Zoë Kuehn ◽  
Pedro Landeras
Keyword(s):  
Parental Education ◽  
Family Background ◽  
Compulsory Education ◽  
Marginal Productivity ◽  
School Students ◽  
Student Effort ◽  
Her Family ◽  
Two Factors ◽  
University Degree ◽  
The Relationship

Abstract Students from more advantageous family backgrounds tend to perform better than those from less advantageous backgrounds. But it is not clear that these students exert more effort. We build a model of students, schools, and employers to study the interaction of family background and effort exerted by the student in the education process. Two factors turn out to be key in determining the relationship between effort and family background: (i) the student’s attitude toward risk and (ii) how the student’s marginal productivity of effort depends on her family background. We show that when the degree of risk aversion is relatively low (high) compared to the sensitivity of the marginal productivity of effort, students from more advantageous family backgrounds exert more (less) effort. Empirically, we find that if parental education was reduced from holding a university degree to incomplete compulsory education, primary and secondary school students would exert around 21–23% less effort (approximately equal to a reduction of 2 hours weekly in homework). For primary school students we also find that marginal productivities of effort are higher for those from less advantageous family backgrounds.

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

2018 ◽  
Vol 46 (5) ◽  
pp. 823-830 ◽  
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.

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

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.

Improving performance through leaders' forgiveness: the mediating role of radical innovation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emilio Domínguez-Escrig ◽  
Francisco Fermín Mallén Broch ◽  
Ricardo Chiva Gómez ◽  
Rafael Lapiedra Alcamí
Keyword(s):  
Organizational Performance ◽  
Explanatory Variable ◽  
Radical Innovation ◽  
Structural Equations ◽  
Content Type ◽  
Mediating Role ◽  
Firm Turnover ◽  
The Relationship ◽  
Practical Implications

PurposeThe objective of this study is to analyze the relationship between leaders' forgiveness and organizational performance using radical innovation as an explanatory variable.Design/methodology/approachThe study was conducted in a sample frame of 11,594 Spanish companies. A total of 600 valid questionnaires were obtained. The structural equations were used to validate the proposed hypotheses.FindingsResults confirmed the hypotheses proposed in the model: the authors provided, through structural equations, empirical evidence of the relationship between leaders' forgiveness and organizational performance, mediated by radical innovation. Leaders' forgiveness promotes radical innovation and, in turn, performance.Research limitations/implicationsThe sample of companies is heterogeneous in terms of firm turnover, size and age. The study is focused on radical innovation.Practical implicationsThe present study may help to develop more humane policies to manage human resources, by taking into account employees' feelings and needs.Originality/valueThe business field is closer to competitive values and has traditionally underestimated the importance of leaders' forgiveness. This is one of the few studies that empirically analyze the consequences of leaders' forgiveness within organizations.

scholarly journals How Collaborative Culture Supports for Competitive Advantage: The Mediating Role of Organizational Learning

2017 ◽  
Vol 8 (2) ◽  
pp. 73 ◽  
Author(s):  
Hui Lei ◽  
Phong Ba Le ◽  
Hanh Thi Hong Nguyen
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Theoretical Basis ◽  
Structural Equations ◽  
Service Firms ◽  
Collaborative Culture ◽  
Mediating Role ◽  
Using Data ◽  
The Relationship

The paper aims to clarify the influences of collaborative culture and specific aspects of organizational learning on competitive advantage. Structural equations modeling (SEM) is applied to test degree of influence of each variable has on each other through using data collected from 298 participants at 150 large manufacturing and service firms. The result shows that organizational learning act as mediating roles in the relationship between collaborative culture and competitive advantage. Our results indicate that collaborative culture practices will yield significant effects to competitive advantage directly or indirectly through improving specifics aspects of organizational learning. The findings of this study provide a theoretical basis, which can be used to analyze relationships between collaborative culture, specifics aspects of organizational learning and competitive advantage. From a practical perspective, the study brings more deeply understanding for CEOs/managers about the necessary factors to encourage and promote firm’s competitive advantage.

Effects of the biophilic atmosphere on intention to visit: the affective states’ mediating role

2019 ◽  
Vol 33 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Leonardo Ortegón-Cortázar ◽  
Marcelo Royo-Vela
Keyword(s):  
Structural Equations ◽  
Shopping Centers ◽  
Affective States ◽  
Consumer Evaluations ◽  
Content Type ◽  
Mediating Role ◽  
Special Value ◽  
And Behavior ◽  
The Relationship ◽  
Practical Implications

PurposeThis paper aims to analyze how a biophilic atmosphere inspired by nature influences customers’ affective states and intention to visit shopping centers, and to empirically test how affective states affect and mediate the relationship between the nature-based atmosphere and behavior or intention to visit.Design/methodology/approachFour hypotheses are examined empirically through a model of structural equations using control variables. A survey of 403 consumers distributed in 24 large shopping centers was used.FindingsThe findings indicate the influence of the biophilic atmosphere on affective states and the intention to visit. Also, it is shown that affective states mediate in this relationship and effect.Practical implicationsThe research suggests that shopping centers are potentially places to take advantage of people’s natural predisposition. Thus, they can combine biophilic architecture and atmosphere with other more traditional factors of attraction to increase the likelihood of visiting. A biophilic atmosphere can improve the attraction capacity within a highly competitive environment, where design and management of space is a topic of special value.Originality/valueBy incorporating the perception of the biophilic atmosphere in consumer evaluations when visiting shopping centers, this research has shown its influence on visiting intentions through affective states. The research proposes an alternative model that can increase and stimulate the attraction of demand and loyalty, as well as strengthening new paths in the field of retail and services marketing.

scholarly journals The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

2020 ◽  
Vol 17 (22) ◽  
pp. 8323
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Víctor Murillo Lorente
Keyword(s):  
Academic Success ◽  
Goal Orientation ◽  
School Environment ◽  
Academic Engagement ◽  
Self Concept ◽  
Task Orientation ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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