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¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction of parental beliefs and interests with gender significantly predicted social–emotional competence (β = 0.26, p < 0.01). → Li S 2023 q3 i? The interaction of structural family characteristics with gender did not predict social–emotional competence (β = 0.13, p > 0.5). → Li S 2023 (2)

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

PROCESS Model 59 analysis for parental beliefs and interests. The article reports gender moderated "the direct effect of parental briefs and interests on children's social–emotional competence"; simple slopes showed the direct effect significant for girls (βsimple = 0.57) and much weaker for boys (βsimple = 0.18).

"gender was also found to moderate the direct effect of parental briefs and interests on children's social–emotional competence ( β = 0.26, p < 0.01)"

Li S 2023 (2)¶

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

PROCESS Model 59 analysis for structural family characteristics. The article reports the interaction "did not predict children's social–emotional competence", so gender moderated this pathway only in the second stage of the mediation; Hypothesis 3b was partially supported.

"the interaction effect of structural family characteristics and gender did not predict children's social–emotional competence ( β = 0.13, p > 0.5)"

Discussion¶

Related Claims¶

• Conditional indirect effects of the home learning environment through educational processes are larger for girls than for boys — related
• 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
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
• Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related