Family Functioning and Learning Engagement of Junior High School Students in Rural China: The Mediating Effect of Academic Self-Efficacy

Autor/inn/en	Qi, Wenhui; Qin, Yuyou; Sang, Guoyuan; Wang, Ning
Titel	Family Functioning and Learning Engagement of Junior High School Students in Rural China: The Mediating Effect of Academic Self-Efficacy
Quelle	In: Educational Psychology, 43 (2023) 2-3, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Wenhui) ORCID (Qin, Yuyou) ORCID (Wang, Ning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2190067
Schlagwörter	Foreign Countries; Junior High School Students; Public Schools; Rural Schools; Family Environment; Learner Engagement; Self Efficacy; Academic Achievement; Relationship; Family Relationship; Correlation; China; Family Assessment Device + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Familienmilieu; Self-efficacy; Selbstwirksamkeit; Schulleistung; Wechselbeziehung; Korrelation
Abstract	This study examined academic self-efficacy as a mediator in the relationship between family functioning and learning engagement by constructing a structural equation model. The participants were 817 students from public junior high schools in rural China. The data were collected by measuring family functioning, academic self-efficacy, and learning engagement using self-report assessments. The results indicated that family functioning was positively associated with learning engagement; academic self-efficacy significantly mediated the correlation between family functioning and learning engagement. In addition, the mediating effect of academic self-efficacy varied across dimensions of family functioning. These findings contribute to understanding the internal relationship between family functioning and learning engagement, and have implications for improving the learning engagement of disadvantaged students in rural areas. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01