Mothers Under Pressure
Different Types of Pressure and Chinese Mothers' Quality of Homework Involvement in Daily Life
Dados Bibliográficos
| ID | 21320024 |
|---|---|
| Autores | Zeyi Shi (0000-0003-0687-7391, School of Psychology and Cognitive Science East China Normal University Shanghai China, autor correspondente), Yang Qu (0000-0002-6173-8100, School of Education and Social Policy Northwestern University Evanston Illinois USA), Qian Wang (0000-0002-8601-749X, Department of Psychology The Chinese University of Hong Kong Hong Kong Special Administrative Region China, autor correspondente) |
| Ano | 2025 |
| Volume | 64 |
| Fascículo | 1 |
| Páginas | e70026-e70026 |
| Data de publicação | 2025-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Family Process (JOURNAL) |
| Identificadores do periódico | ISSN: 0014-7370 • E-ISSN: 1545-5300 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/famp.70026 |
| PMID | 40098575 |
| OpenAlex | W4408579525 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 69 |
The quality of parental involvement in children's homework are vital parenting practices that influence children's academic and emotional functioning. Therefore, studies on the contributing factors of parents' homework involvement quality are warranted. Notably, environmental, parental, and child‐related factors may put parents under pressure that impairs parents' homework involvement quality. Yet, extant literature lacks an examination of this issue holistically, especially in non‐Western societies. The current research addressed this gap by investigating how Chinese mothers' perceived stress in life, child‐based worth, and children's general helplessness toward homework, which created pressures on mothers, uniquely contributed to mothers' daily homework involvement quality. Chinese mothers ( N = 261, mean age = 40.90 years, SD = 2.65) of fourth graders reported on these pressures via survey and their daily constructive (i.e., positive emotions, autonomy support, and mastery‐oriented teaching) and unconstructive homework involvement (i.e., negative emotions, control, and performance‐oriented teaching) for 14 consecutive days after the completion of the survey. Results from multilevel modeling indicated that mothers' perceived stress negatively predicted their constructive involvement, while mothers' child‐based worth and children's helplessness toward homework positively predicted their unconstructive involvement over the daily diaries. The findings highlight the importance of understanding daily family processes holistically by considering environmental, parental, and child factors, and extending knowledge about the contributing factors of parents' homework involvement quality in real‐life settings. Practitioners and educators are encouraged to alleviate multiple pressures parents may experience to make parents' homework involvement constructive to child development
Autonomy · Constructive · Developmental psychology · Extant taxon · Learned helplessness · Quality (philosophy) · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family and Disability Support Research · Parental Involvement in Education · Psychology
Self-Determination Theory
Why Are Chinese Mothers More Controlling Than American Mothers? “My Child Is My Report Card”
Parents’ Involvement in Children’s Learning in the United States and China
Parents' motivations for involvement in children's education
The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students
Delving Into the Minds of Chinese Parents
Stress and child development
Chinese Education Examined via the Lens of Self-Determination
Does parental homework involvement mediate the relationship between family background and educational outcomes?
Quality of parental homework involvement
Exhausted Parents
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement
Diary Methods
Beyond Parental Control and Authoritarian Parenting Style
The role of mothers’ child-based self-worth in their parenting practices
Parents’ daily involvement in children’s math homework and activities during early elementary school
A deep reflection on the “key school system” in basic education in China
Building and using a social network
An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem
Parents’ Self-Development Socialization Goals and Chinese Adolescents’ Academic Motivation
European American and Chinese parents' responses to children's success and failure
Chinese mothers’ parental burnout and adolescents’ internalizing and externalizing problems
Mothers' Affect in the Homework Context
The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices
Maternal Expressed Emotion Predicts Children's Antisocial Behavior Problems
Evaluative pressure in mothers
The role of dynamic, dyadic parent–child processes in parental socialization of emotion
Maternal intrusive support in the academic context
Meta-Analysis of Parental Involvement and Achievement in East Asian Countries
Should parents be involved in their children's schooling
The Costly Pursuit of Self-Esteem
The relation between parents' involvement in children's schooling and children's adjustment
A Global Measure of Perceived Stress
Back-Translation for Cross-Cultural Research
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2025 - 2025 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |