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The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model

This study constructed a moderated mediation model to explore the impact of parent–child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent–Child Commun...

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Detalles Bibliográficos
Autores principales: Geng, Yi-bo, Ying, Bin, Wang, Xu, Lin, Jie, Zhang, Ming-yue, Liu, Yan-ling
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9852805/
http://dx.doi.org/10.1007/s10212-023-00676-7
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author Geng, Yi-bo
Ying, Bin
Wang, Xu
Lin, Jie
Zhang, Ming-yue
Liu, Yan-ling
author_facet Geng, Yi-bo
Ying, Bin
Wang, Xu
Lin, Jie
Zhang, Ming-yue
Liu, Yan-ling
author_sort Geng, Yi-bo
collection PubMed
description This study constructed a moderated mediation model to explore the impact of parent–child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent–Child Communication Scale, learning adaptability questionnaire, and English Learning Self-Efficacy Scale. The results showed that learning adaptability played a mediating role between parent–child communication and English academic engagement. Moreover, the relationships between parent–child communication and English academic engagement as well as between parent–child communication and learning adaptability were all moderated by English learning self-efficacy. These findings revealed the importance of parent–child communication in middle school students’ foreign language learning and suggested that more attention should be paid to improving middle school students’ English learning self-efficacy and learning adaptability and, therefore, English academic engagement.
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spelling pubmed-98528052023-01-20 The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model Geng, Yi-bo Ying, Bin Wang, Xu Lin, Jie Zhang, Ming-yue Liu, Yan-ling Eur J Psychol Educ Article This study constructed a moderated mediation model to explore the impact of parent–child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent–Child Communication Scale, learning adaptability questionnaire, and English Learning Self-Efficacy Scale. The results showed that learning adaptability played a mediating role between parent–child communication and English academic engagement. Moreover, the relationships between parent–child communication and English academic engagement as well as between parent–child communication and learning adaptability were all moderated by English learning self-efficacy. These findings revealed the importance of parent–child communication in middle school students’ foreign language learning and suggested that more attention should be paid to improving middle school students’ English learning self-efficacy and learning adaptability and, therefore, English academic engagement. Springer Netherlands 2023-01-20 /pmc/articles/PMC9852805/ http://dx.doi.org/10.1007/s10212-023-00676-7 Text en © Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Geng, Yi-bo
Ying, Bin
Wang, Xu
Lin, Jie
Zhang, Ming-yue
Liu, Yan-ling
The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title_full The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title_fullStr The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title_full_unstemmed The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title_short The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
title_sort relationship between parent–child communication and english academic engagement among middle school students: a moderated mediation model
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9852805/
http://dx.doi.org/10.1007/s10212-023-00676-7
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