ArticleFrontiers in psychology2023
The integrative role of parenting styles and parental involvement in young children's science problem-solving skills.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 16 citations in OpenAlex.
- The Development of Quality Indicators to Assess Family Wellbeing Outcomes Following Engagement with Children's Mental Health Services in Ontario, Canada.European journal of investigation in health, psychology and education · 2025Article
- Parenting pathways to friendship: how Self-Control and emotion management skills mediate preschoolers' social lives in China?BMC psychology · 2025Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. Methods: A total of 226 children ( Results and discussion: Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.
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