Conditional indirect effects of the home learning environment through educational processes are larger for girls than for boys¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The indirect effect via educational processes was larger for girls (βsimple = 0.29) than boys (βsimple = 0.16) in Model A, with a significant difference of 0.13. → Li S 2023 q3 i? The same pattern held in Model B: girls βsimple = 0.25 versus boys βsimple = 0.12, difference 0.13. → Li S 2023

Evidence¶

Li S 2023¶

Li S, Tang Y and Zheng Y (2023) How the home learning environment contributes to children's social–emotional competence: A moderated mediation model. Front. Psychol. 14:1065978. https://doi.org/10.3389/fpsyg.2023.1065978

q3 · i? · associational · r2

Conditional indirect effect analysis within the moderated mediation models. The article reports the indirect effect "more noticeable for girls" than boys in both models, with printed differences of 0.13 and significant confidence intervals in each case.

"the whole indirect effect was more noticeable for girls (βsimple = 0.29, 95%CI = [0.22, 0.38], p < 0.001), than for boys ( βsimple = 0.16, 95%CI = [0.09, 0.24], p < 0.001), in Model A, with a difference of 0.13, 95%CI = [0.06, 0.22], p < 0.001"

Discussion¶

Related Claims¶

• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related
• Gender moderates the direct effect of parental beliefs and interests on children's social–emotional competence but not the direct effect of structural family characteristics — related
• Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence — related