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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Family support and home learning activities were negatively correlated with the number of children in the family. → Li S 2023
q2 i? Children's social–emotional competence showed positive correlations with parental education, income, parental beliefs, parental interests, family support, and home learning activities. → 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
q2 · i? · associational · r2
Descriptive correlation analysis (Table 1, N = 443) among demographic and home learning environment variables. The article reports "negatively correlated with the number of children in the family" and interprets this as lower support quality and lower competence in larger families.
"family support and home learning activities were negatively correlated with the number of children in the family. This indicates that the higher the number of children in the family, the lower the quality of family support and home learning activities, and the lower the social–emotional competence of children."
Discussion¶
Related Claims¶
- Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence — related
- Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence — related
- Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
family-size-correlates-negatively-with-home-learning-support |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — li-s-2023 |
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