Mediating Effect of School Engagement in the Relation between Perceived Teacher-Student Relationships and Peer Relationships, and Student Achievement of Middle School Students

2013 ◽  
Vol 14 (4) ◽  
pp. 281-306 ◽  
Author(s):  
최권 ◽  
안효영 ◽  
도승이 ◽  
전민재 ◽  
진하늘
Keyword(s):  
Middle School ◽  
Student Achievement ◽  
Middle School Students ◽  
Peer Relationships ◽  
School Engagement ◽  
Mediating Effect ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

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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