Chinese parents' school-readiness beliefs and parenting styles: patterns and associated factors

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10475314" target="_blank" >RIV/00216208:11410/23:10475314 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=26CrblIgpx" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=26CrblIgpx</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2023.1279175" target="_blank" >10.3389/fpsyg.2023.1279175</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Chinese parents' school-readiness beliefs and parenting styles: patterns and associated factors

Popis výsledku v původním jazyce

Introduction: A smooth transition to primary school is positively related to children&apos;s later school experience. Certain parental school-readiness beliefs and parenting styles, among other factors, contribute to the smoothness of this transition.Methods: Therefore, this study adopted a latent profile analysis to examine the patterns of Chinese parents&apos; school-readiness beliefs and their parenting styles and investigated socioeconomic status (SES) differentials in both. Twostage probability sampling method is adopted in this study and a total of 1,204 Chinese parents of 5- to 6 years-old children were investigated with schoolreadiness beliefs scale, Parenting Styles and Dimensions Questionnaire, as well as scale of attitudes regarding roles in school readiness All data analyses were processed in Mplus 8.6.Results and discussion: Three profiles were identified: (1) supportive parenting with a very strong emphasis on school readiness; (2) partially supportive parenting with a reflection of school readiness; (3) weakly supportive parenting with no emphasis on school readiness. Higher SES was found to be more likely to be associated with membership in Profile 1 rather than Profile 2. The present study shows quantitative support for Anette Lareau&apos;s work and has implications for the development of more targeted parental intervention programs.

Název v anglickém jazyce

Chinese parents' school-readiness beliefs and parenting styles: patterns and associated factors

Popis výsledku anglicky

Introduction: A smooth transition to primary school is positively related to children&apos;s later school experience. Certain parental school-readiness beliefs and parenting styles, among other factors, contribute to the smoothness of this transition.Methods: Therefore, this study adopted a latent profile analysis to examine the patterns of Chinese parents&apos; school-readiness beliefs and their parenting styles and investigated socioeconomic status (SES) differentials in both. Twostage probability sampling method is adopted in this study and a total of 1,204 Chinese parents of 5- to 6 years-old children were investigated with schoolreadiness beliefs scale, Parenting Styles and Dimensions Questionnaire, as well as scale of attitudes regarding roles in school readiness All data analyses were processed in Mplus 8.6.Results and discussion: Three profiles were identified: (1) supportive parenting with a very strong emphasis on school readiness; (2) partially supportive parenting with a reflection of school readiness; (3) weakly supportive parenting with no emphasis on school readiness. Higher SES was found to be more likely to be associated with membership in Profile 1 rather than Profile 2. The present study shows quantitative support for Anette Lareau&apos;s work and has implications for the development of more targeted parental intervention programs.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Svazek periodika

14

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

001152605700001

EID výsledku v databázi Scopus

2-s2.0-85182820305