Parents’ Perceived Social Support and Children’s Approaches to Learning in Rural China: A Moderated Mediation Model

This study aimed to investigate the relationship between parents’ perceived social support (PSS) and young children’s approaches to learning (ATLs) in rural China, as well as the mediating effect of the home learning environment (HLE) and the moderating effect of parental negative emotions (PNE). Using the cluster random sampling method, 2714 kindergarteners (M(age) = 52.99 months, SD = 10.28; 52.00% boys; 27.43% only child) were recruited from rural areas of eight provinces in China. With questionnaires, parents reported their PSS and PNE, HLE, and the children’s ATLs. The results indicated that: (1) parents’ PSS positively predicted children’s ATLs; (2) the HLE partially mediated the relationship between parents’ PSS and children’s ATLs; and (3) PNE moderated the relationship between parents’ PSS and children’s ATLs. Thus, the results supported a moderated mediation model on the relationship between parents’ PSS and young children’s ATLs, with the HLE as a mediator and the parents’ PSS as a moderator. These findings offer new avenues for intervening and supporting the development of young children’s ATLs.