Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
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.
q3 i? Structural family characteristics had a significant positive predictive effect on children's social–emotional competence (β = 0.64, p < 0.001). → Li S 2023
q3 i? Parental beliefs and interests had a significant positive predictive effect on children's social–emotional competence (β = 0.72, p < 0.001). → 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
Latent variable SEM of parent-reported Home Learning Environment Questionnaire and teacher-reported CICESC data from 443 children in 14 kindergartens in western China. The direct-effects model showed "a significant positive predictive effect on children's social–emotional competence" for both predictors, with good model fit (RMSEA = 0.055, CFI = 0.911).
"both structural family characteristics (β = 0.64, SE = 0.07, t = 7.41, p < 0.001) and parental beliefs and interests (β = 0.72, SE = 0.10, t = 8.53, p < 0.001) had a significant positive predictive effect on children's social–emotional competence, and Hypothesis 1 was supported."
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
- 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
- Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
structural-family-characteristics-and-parental-beliefs-predict-preschoolers-social-emotional-competence |
title |
Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence |
description |
Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence |
status |
review |
evidence_strength |
moderate |
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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