Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence¶

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 direct paths from structural family characteristics and parental beliefs and interests to social–emotional competence became insignificant once educational processes entered the model, indicating full mediation. → Li S 2023 q3 i? Bootstrap tests (5,000 resamples) showed significant indirect effects through educational processes for both predictors. → 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

Structural model in AMOS with educational processes as mediator, controlling age and number of children. Educational processes significantly predicted social–emotional competence (β = 0.88, p < 0.001); the authors report "mediated exclusively by the educational processes" and Bias-Corrected Bootstrap (5,000 samples) 95% CIs excluding zero for both indirect effects.

"the path coefficients of both structural family characteristics (β = −0.23, SE = 0.05, p > 0.05) and parental educational beliefs and interests (β = −0.01, SE = 0.09, p > 0.05) on children's social–emotional competence became insignificant. This suggests that the predictive effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence are mediated exclusively by the educational processes."

Discussion¶

Related Claims¶

• Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence — related
• Family support and home learning activities are negatively correlated with number of children in the family, and social–emotional competence correlates positively with home environment dimensions — 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
• Neighborhood effects on graduation appear to operate in part through neighborhood effects on parents (time-varying family characteristics) — related
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related
• Conditional indirect effects of the home learning environment through educational processes are larger for girls than for boys — related
• Family-side evidence on GenAI guidance is thin, largely descriptive, and centered on parental beliefs and mediation strategies — related