Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-Based Involvement

Autor/inn/en	Luo, Li; Gao, Miao
Titel	Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-Based Involvement
Quelle	In: Early Education and Development, 33 (2022) 3, S.452-468 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1958580
Schlagwörter	Foreign Countries; Preschool Children; Socioeconomic Status; Parent Participation; Expectation; Parent Background; Educational Attainment; Family Size; Preschool Education; Independent Study; Family Income; Family Environment; Geographic Location; China; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Expectancy; Erwartung; Elternhaus; Bildungsabschluss; Bildungsgut; Familiengröße; Selbststudium; Familieneinkommen; Familienmilieu
Abstract	Research Findings: As China scrapped its decades-old one-child policy, the present study examined how family socioeconomic status was linked to preschoolers' self-regulated learning through parental educational expectation and home-based involvement in one- and multi-child families in mainland China. Based on a sample of 1,363 preschoolers involved in the 2018 wave of the China Family Panel Studies, the results showed that Chinese parents of only children exhibited higher levels of home-based involvement in their children's education than did parents with two or more children. Structural equation modeling analyses suggested that parental educational expectation and home-based involvement fully mediated the connections between parental education and self-regulated learning of young children. Moreover, the exact nature of these links differed across one- and multi-child families, which were more complex for children who had at least one sibling. The effect of home-based parental involvement was stronger in multi-child families than in one-child families. Practice or Policy: Findings from this study support the importance of parental involvement in supporting children's learning in the home environment. Further, the findings suggest family support programs should be tailored to the characteristics and needs of the target families in the Chinese sociocultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01