Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship
The purpose of this study was to examine parent-child relationship as a moderator of the association between family educational involvement and the social skills of preschoolers. A total of 4,938 children (M = 5.09-years-old, SD = 0.81) were sampled from 18 preschools in Hebei province, China, and t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-08-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911421/full |
| _version_ | 1811221963484430336 |
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| author | Hao Liu Yuxi Qiu Li Luo |
| author_facet | Hao Liu Yuxi Qiu Li Luo |
| author_sort | Hao Liu |
| collection | DOAJ |
| description | The purpose of this study was to examine parent-child relationship as a moderator of the association between family educational involvement and the social skills of preschoolers. A total of 4,938 children (M = 5.09-years-old, SD = 0.81) were sampled from 18 preschools in Hebei province, China, and their parents completed a survey packet to collect demographic information, as well as ratings of parental involvement, relationships with their children, and child social skill development. The results of multivariate regression analysis suggested that: (1) both home-based involvement and home-school conferencing could significantly predict preschoolers’ social skills, (2) there was stronger evidence for a relationship of home-based involvement and preschoolers’ social skills, (3) closeness in parent-child relationship moderated the path from home-based involvement to preschoolers’ social skills, and (4) there was no interactive effect between family educational involvement and parent-child conflict. These findings highlight the significance of the joint influences of family educational involvement and parent-child relationship in shaping children’s social skills. The impact of home-based involvement was boosted in the context of a close parent-child relationship. |
| first_indexed | 2024-04-12T08:09:06Z |
| format | Article |
| id | doaj.art-a2ce7b08529a49ed88787df046b647c6 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T08:09:06Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-a2ce7b08529a49ed88787df046b647c62022-12-22T03:41:03ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-08-011310.3389/fpsyg.2022.911421911421Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationshipHao Liu0Yuxi Qiu1Li Luo2College of Preschool Education, Capital Normal University, Beijing, ChinaCollege of Arts, Sciences and Education, Florida International University, Miami, FL, United StatesCollege of Preschool Education, Capital Normal University, Beijing, ChinaThe purpose of this study was to examine parent-child relationship as a moderator of the association between family educational involvement and the social skills of preschoolers. A total of 4,938 children (M = 5.09-years-old, SD = 0.81) were sampled from 18 preschools in Hebei province, China, and their parents completed a survey packet to collect demographic information, as well as ratings of parental involvement, relationships with their children, and child social skill development. The results of multivariate regression analysis suggested that: (1) both home-based involvement and home-school conferencing could significantly predict preschoolers’ social skills, (2) there was stronger evidence for a relationship of home-based involvement and preschoolers’ social skills, (3) closeness in parent-child relationship moderated the path from home-based involvement to preschoolers’ social skills, and (4) there was no interactive effect between family educational involvement and parent-child conflict. These findings highlight the significance of the joint influences of family educational involvement and parent-child relationship in shaping children’s social skills. The impact of home-based involvement was boosted in the context of a close parent-child relationship.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911421/fullhome-based involvementparent-child closenesssocial skillspreschool childrenChina |
| spellingShingle | Hao Liu Yuxi Qiu Li Luo Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship Frontiers in Psychology home-based involvement parent-child closeness social skills preschool children China |
| title | Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship |
| title_full | Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship |
| title_fullStr | Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship |
| title_full_unstemmed | Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship |
| title_short | Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship |
| title_sort | exploring family educational involvement and social skills in chinese preschoolers the moderating role of parent child relationship |
| topic | home-based involvement parent-child closeness social skills preschool children China |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911421/full |
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