ArticleEuropean journal of psychology of education = Journal europeen de psychologie de l'education2023
The relationship between parent-child communication and English academic engagement among middle school students: a moderated mediation model.
Article in European journal of psychology of education = Journal europeen de psychologie de l'education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed.
- How does teacher support impact the academic achievement of boarding junior high school students? The mediating role of academic self-concept and the moderating effect of academic anxiety.Frontiers in psychology · 2026Article
- Cumulative ecological risk and academic adjustment in freshmen: mediation by problematic mobile phone use and moderation by self-control.Frontiers in psychology · 2025Article
- How physical activity enhances academic engagement in middle school: a serial mediation model of interpersonal relationships and academic support.Frontiers in psychology · 2025Article
- Effects of Parent Involvement in Homework on Students' Negative Emotions in Chinese Students: Moderating Role of Parent-Child Communication and Mediating Role of Family Responsibility.Behavioral sciences (Basel, Switzerland) · 2024Article
- Development of the Parent-Child Communication Quality Scale from the Perspective of Children's Psychological Needs.Behavioral sciences (Basel, Switzerland) · 2024Article
- Parent-child attachment mediates the association between parental conflict perceptions and suicide intention: a cross-sectional survey among middle school students in China.Frontiers in public health · 2024Article
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Authors and funding
6 authors.
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Abstract
This study constructed a moderated mediation model to explore the impact of parent-child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent-Child Communication Scale, learning adaptability questionnaire, and English Learning Self-Efficacy Scale. The results showed that learning adaptability played a mediating role between parent-child communication and English academic engagement. Moreover, the relationships between parent-child communication and English academic engagement as well as between parent-child communication and learning adaptability were all moderated by English learning self-efficacy. These findings revealed the importance of parent-child communication in middle school students' foreign language learning and suggested that more attention should be paid to improving middle school students' English learning self-efficacy and learning adaptability and, therefore, English academic engagement.
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