Coparenting and Adolescent Academic Engagement

The Mediating Role of Parent–Child Communication Among a National Sample of Chinese Families

Bibliographic Data

ID6417820
AuthorsYizhen Ren (0000-0003-0568-3747, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Jialin Shi (0000-0002-6853-619X, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Aiyi Liu (0000-0002-6618-5082, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Xinyi Wang (0009-0008-4477-6130, Department of Humanities and Social Sciences Minjiang Teachers College Fuzhou China), Jiefeng Ying (0009-0008-9259-880X, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Xinchun Wu (0000-0002-2756-0548, Beijing Normal University, corresponding author), Ruibo Xie (0000-0003-2053-810X, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China)
Year2024
Volume30
Issue3
Pages464-475
Publication date2024-05-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChild & Family Social Work (JOURNAL)
Journal identifiersISSN: 1356-7500 • E-ISSN: 1365-2206
PublisherWiley (PUBLISHER • GB)
DOI10.1111/cfs.13186
OpenAlexW4396616910
LanguageEN
Citations received1
References cited82

The relationship and related mediating mechanism between parental coparenting and adolescent academic engagement have yet to be elucidated during the pandemic. The present study is set to investigate the relationship between parental coparenting and adolescent academic engagement within Chinese families. Then it examines the mediating effects of parent–child communications in relationships. As a part of the national online survey in China, fathers, mothers and adolescents from 700 families across the country participated in the online survey. Both parents reported their coparenting support and conflict, while adolescents rated the level of open and problematic parent–child communication and their own academic engagement. Paternal coparenting conflict was related to adolescent academic engagement through both open and problematic communications. Paternal and maternal coparenting support was related to adolescent academic engagement through the mediating effect of open communication. Maternal coparenting conflict was related to adolescent academic engagement through problematic communication. Moreover, paternal coparenting support was positively directly related to adolescent academic engagement in the overall model. The research findings supported the effects of parental coparenting on adolescent academic engagement through the mediating effects of open and problematic parent–child communication. Paternal coparenting support had a greater impact on adolescent academic engagement

Coparenting · Developmental psychology · Sample (material · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology

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