About this paper

Appears in:
Pages: 84-89
Publication year: 2021
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0032

Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference

LINKING PARENTAL EMOTIONAL SUPPORT INVOLVEMENT AND NCEE IN ADOLESCENTS: THE MEDIATING ROLES OF DEEP STRATEGIES OF LEARNING

Y. Xing

Northwest Normal University in China (CHINA)
The performance of College Entrance Examination is crucial for the most Asia adolescents to enter colleges, Gaokao of China is also a typical representative. In addition, the global urbanization process has left some parents and children living separately, the above phenomenon also exists in Chinese rural families working in cities. Number evidence has identified that parental involvement had effect on adolescents’ academic achievement. It is not only necessary to explore the process of parental involvement and adolescents' academic performance, but also to propose solutions to the hidden gap between urban and rural families in China.

However, relatively few is known about parental involvement and adolescents’ academic performance in different classes of families in China, especially comparing the gap between urban and rural families. This study focuses on 17-20 years-old adolescents in 18 senior high schools in an urban and rural area in a province of western China, and examines the relationship between parental emotional support involvement, adolescents' deep learning strategies, and National College Entrance Examination (NCEE) results.

The results show that parents’ emotional support involvement, under the mediating effect of adolescents’ deep learning strategies, enhance adolescents’ academic achievement in the college entrance examination. Further analysis shows that compared with urban families, rural families with low SES have a slightly higher effect on improving their children's academic performance in the college entrance examination with the lower average level of parental emotional support involvement. This research reveals the relationship between Parental Emotional Support Involvement (PESI), adolescents' deep learning strategies and academic achievement.

We suggest that the quality of parental emotional support involvement from low-SES families should be improved and pay attention to the deep learning strategies and academic competitiveness of rural adolescents’ during the critical period of their academic growth. More research is encouraged to further explore the deep learning behaviours of adolescents’ different periods and expand the diversified impact of parental emotional support involvement.
@InProceedings{XING2021LIN,
author = {Xing, Y.},
title = {LINKING PARENTAL EMOTIONAL SUPPORT INVOLVEMENT AND NCEE IN ADOLESCENTS: THE MEDIATING ROLES OF DEEP STRATEGIES OF LEARNING},
series = {15th International Technology, Education and Development Conference},
booktitle = {INTED2021 Proceedings},
isbn = {978-84-09-27666-0},
issn = {2340-1079},
doi = {10.21125/inted.2021.0032},
url = {http://dx.doi.org/10.21125/inted.2021.0032},
publisher = {IATED},
location = {Online Conference},
month = {8-9 March, 2021},
year = {2021},
pages = {84-89}}
TY - CONF
AU - Y. Xing
TI - LINKING PARENTAL EMOTIONAL SUPPORT INVOLVEMENT AND NCEE IN ADOLESCENTS: THE MEDIATING ROLES OF DEEP STRATEGIES OF LEARNING
SN - 978-84-09-27666-0/2340-1079
DO - 10.21125/inted.2021.0032
PY - 2021
Y1 - 8-9 March, 2021
CI - Online Conference
JO - 15th International Technology, Education and Development Conference
JA - INTED2021 Proceedings
SP - 84
EP - 89
ER -
Y. Xing (2021) LINKING PARENTAL EMOTIONAL SUPPORT INVOLVEMENT AND NCEE IN ADOLESCENTS: THE MEDIATING ROLES OF DEEP STRATEGIES OF LEARNING, INTED2021 Proceedings, pp. 84-89.
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