The mediating role of preschoolers' self-efficacy in the relationship between of parental involvement and school readiness

被引：1
|
作者：
Xiangyu, Li [1 ]
Xiaobo, Shi [2 ]
Liangyuan, Xu [2 ]
Prasad, Poudel Prem [3 ]
机构：
[1] Capital Normal Univ, Sch Early Childhood Educ, Beijing, Peoples R China
[2] Henan Normal Univ, Fac Educ, Xinxiang, Peoples R China
[3] Tribhuvan Univ, Dept English Educ, Birendranagar, Nepal
来源：
EARLY CHILD DEVELOPMENT AND CARE | 2024年 / 194卷 / 11-12期
关键词：
School readiness; parental involvement; social learning theory; preschoolers' self-efficacy; China; EARLY-CHILDHOOD EDUCATION; FAMILY INVOLVEMENT; MULTIPLE DIMENSIONS; YOUNG-CHILDREN; ENGAGEMENT; KINDERGARTEN; SKILLS; URBAN;
D O I：
10.1080/03004430.2024.2404964
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigated the impact of parental involvement on school readiness, focusing on the mediating role of preschoolers' self-efficacy. The research utilized a cross-sectional survey design with 1,000 preschool children from seven public kindergartens in Beijing, China. Structural equation modelling was employed for data analysis. The findings indicate that parental involvement, including its sub-dimensions of home-preschool conferencing, preschool-based involvement, and home-based involvement, significantly enhances preschoolers' self-efficacy and school readiness. This encompasses various readiness aspects such as physical and psychological, life, social, and learning readiness. Furthermore, a bootstrap test indicated that preschoolers' self-efficacy fully mediated the relationship between parental involvement and physical and psychological readiness, and school readiness.
引用
收藏
页码：1168 / 1182
页数：15
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