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Background: The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement. Aims: Using self-determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy-supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random-intercept cross-lagged panel model (RI-CLPM) with the traditional cross-lagged panel model (CLPM). Sample and Methods: A RI-CLPM and a traditional CLPM were applied to 5-year longitudinal data including 1465 secondary school students (M[subscript age] at T1 = 10.82 years, SD = 0.62). In both models, we controlled for students' gender, school type, socioeconomic status and cognitive ability. Results: The results show that the RI-CLPM fitted the data better than the CLPM. Trait-like stability was found for both forms of parental involvement and academic achievement. At the between-person level, controlling involvement related to lower achievement, whereas no correlation between autonomy-supportive involvement and achievement was found. At the within-person level, there were positive reciprocal relations between autonomy-supportive involvement and achievement, whereas controlling involvement was not associated with achievement. Conclusions: This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between-person differences and within-person processes into consideration.

Author(s): Ziwen Teuber [sup.1] , Sophia Schreiber [sup.1] , Jana-Elisa Rueth [sup.1] , Arnold Lohaus [sup.1] Author Affiliations: (1) https://ror.org/02hpadn98, grid.7491.b, 0000 0001 0944 9128, Department of Psychology, Bielefeld University, [...], Emotion regulation has been a central research topic in developmental psychology and psychopathology for several decades. Habitual use of adaptive (e.g., cognitive reappraisal) or maladaptive strategies (e.g., expressive suppression) may influence psychosocial adjustment in children and adolescents. Despite consensus on the influence of culture on emotion regulation, little is known about cultural differences in emotion regulation in children and adolescents. In this study, the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) was used and tested for its measurement invariance between Chinese and German children and adolescents. Cultural similarities and differences in the use of cognitive reappraisal and expressive suppression were examined, as well as the associations of these strategies with behavior problems and prosocial behavior. The sample consisted of 765 Chinese and 431 German students (M.sub.age = 12.46 years, SD = 1.12). Multi-group confirmatory factor analysis revealed partial scalar measurement invariance of the ERQ-CA. A latent mean comparison showed more frequent use of both strategies in Chinese compared to German students. The results of the multi-group structural equation model showed similar patterns of relationships between emotion regulation strategies and youth behavior across groups. Cognitive reappraisal was associated with fewer behavior problems and more prosocial behavior, whereas expressive suppression was related to more behavior problems. In summary, the current findings indicate that the ERQ-CA allows comparisons of emotion regulation between Chinese and German children and adolescents. Furthermore, the relevance of the cultural context for emotion regulation and the promotion of adaptive regulation strategies is highlighted.

This study addresses the high level of academic demands and workload in Chinese high schools and aims to identify protective factors against students' negative emotional responses. Using the well-established Job Demands-Resources Model as a guiding framework, we investigated the relationship between workload, perceived academic demands, teacher-student relationships, personal resources (self-efficacy, self-esteem, and optimism), and school burnout symptoms (emotional exhaustion and cynicism). Data analyses were based on self-reports from 1,083 Chinese students. The results of structural equation modelling showed that workload and academic demands were positively related to burnout. Among the resources, optimism was negatively related to emotional exhaustion and cynicism, whereas self-efficacy was only negatively related to cynicism. Surprisingly, self-esteem was positively related to cynicism after controlling for the other two personal resources. Our findings underline the potentially protective effect of students' self-efficacy, dispositional optimism, and self-esteem (at least at the bivariate level) against school burnout.

Parental burnout refers to exhaustion caused by the parenting role. This devastating negative emotion can have repercussions for adolescent social development. Nevertheless, much remains unclear about the association between parental burnout and adolescent prosocial behavior and the potential mechanisms underlying this relationship. Based on theoretical and empirical evidence, the current study examined the relationship between parental burnout and adolescent prosocial behavior by using a sequential mediation model that included both parental empathy and adolescent empathy as potential mediators. A total of 488 parent–adolescent dyads (for adolescents: 45.7% men, 54.3% women, Mage = 15.28 ± 1.67 years; for parents: 36.5% fathers, 63.5% mothers, Mage = 41.30 ± 3.79 years) completed questionnaires regarding demographics, social desirability, parental burnout, parental empathy, adolescent empathy, and adolescent prosocial behavior. After controlling for demographic covariates and social desirability, the results showed that parental burnout had a negative effect on adolescent-reported prosocial behavior through parental cognitive empathy and adolescent other-oriented empathy (adolescent cognitive empathy and empathic concern) sequentially. These findings contribute to our understanding of the role of parental burnout as a family environmental factor detrimental to the positive functioning of adolescents through parental reactions to their children's emotions and children's own social competence. [ABSTRACT FROM AUTHOR]

Parents are under pressure to perform well in both professional and family life while simultaneously remaining involved in their children's development. This pressure is reflected by the prevalence of parental burnout, which is of concern in numerous societies. Drawing upon the demands-resources framework, we investigated parental burnout, parental involvement, and their antecedents (i.e., gender, socioeconomic status, single parenthood, the number of schoolchildren, in-group collectivism, self-esteem, and parent–teacher collaboration) in a cross-cultural setting. Analyses were based on 856 Chinese and 421 German parents' self-reports. The results of latent mean comparisons showed that Chinese parents reported more parental burnout symptoms, less parental involvement, lower global self-esteem, and higher quality of parent–teacher collaboration in comparison with German parents. Multigroup structural equation models revealed that the relationships between parental burnout, parental involvement, and presumed factors of influence were comparable between the two cultural groups. Furthermore, self-esteem and parent–teacher collaboration can be seen as factors that protect against parental burnout and should encourage parents to get involved in their children's education. This study provides evidence of the cross-cultural validity of the demands-resources framework and novel insights into the roles of resilience and engagement as a protective function of parenting resources. [ABSTRACT FROM AUTHOR]

In this study, we aimed to expand the domain specificity of grit by exploring it in the realm of parenting. Parental grit was defined as parents’ inclination to demonstrate perseverance, sustained passion, and adaptability in pursuing long-term parenting goals. With longitudinal data from 1,373 U.S. parents, we developed and validated the Parental Grit Scale (PGS) in three phases: item development and revision, establishment of factor structure, and examination of criterion-related and incremental validity. The PGS exhibited a three-factor structure and (partial) scalar measurement invariance across genders, the status of the child’s special needs, and measurement occasions. The PGS demonstrated moderate temporal stability. We found evidence of its validity in predicting parental emotional exhaustion, self-efficacy, autonomy support, and parents’ perceptions of children’s school well-being. Parental grit explained variance in these outcomes beyond domain-general grit and conscientiousness. The PGS has sound psychometric properties and is a valuable measure in the parenting domain. [ABSTRACT FROM AUTHOR]

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