ArticleFrontiers in psychology2025
Role division between parents and teachers in home-school cooperation: mediating effect based on teachers' expectations and perceptions.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- A study on the correlations between parent-child interaction, school adaptation type, and adolescent mental health.Frontiers in psychology · 2026Article
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Authors and funding
4 authors.
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Abstract
This study addresses the issue of role ambiguity in home-school cooperation, exploring the dual mediating effects of teachers' expectations and perceptions, as well as the moderating mechanism of school support. Based on a sample of teachers from multiple regions and types of schools in China, data were collected using a self-developed multidimensional Likert scale, and tested using serial mediation analysis and Bayesian structural equation modeling. The results indicate that teachers' expectations (β = 0.416***) and perceptions (β = 0.382***) form a significant chained mediation path, explaining 56.9% of the total effect; school support exhibits an asymmetric moderating effect, with policy integrity linearly enhancing the expectation path, while resource investment needs to exceed a threshold (3.82) to activate the perception path. The study finds that the synergy between institutional support and teachers' psychological mechanisms plays a decisive role in defining role boundaries, providing a "preset-dynamic" dual-path theoretical framework for home-school collaboration. However, future research needs to incorporate a multi-subject perspective to deepen the investigation.
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