TY - JOUR
T1 - Parental support and homework emotions in Chinese children
T2 - mediating roles of homework self-efficacy and emotion regulation strategies
AU - Liu, Ying
AU - Sang, Biao
AU - Liu, Junsheng
AU - Gong, Shaoying
AU - Ding, Xuechen
N1 - Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/5/28
Y1 - 2019/5/28
N2 - The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered.
AB - The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered.
KW - Chinese children
KW - Parental support
KW - emotion regulation strategy
KW - homework emotions
KW - homework self-efficacy
UR - https://www.scopus.com/pages/publications/85060347999
U2 - 10.1080/01443410.2018.1540769
DO - 10.1080/01443410.2018.1540769
M3 - 文章
AN - SCOPUS:85060347999
SN - 0144-3410
VL - 39
SP - 617
EP - 635
JO - Educational Psychology
JF - Educational Psychology
IS - 5
ER -