Home learning activities and parental autonomy support as predictors of pre-academic skills: the mediating role of young children's school liking

Cheung, S. K., Cheng, W. Y., Cheung, R. Y. M. ORCID: https://orcid.org/0000-0003-0998-7991, Lau, E. Y. H. and Chung, K. K. H. (2022) Home learning activities and parental autonomy support as predictors of pre-academic skills: the mediating role of young children's school liking. Learning and Individual Differences, 94. 102127. ISSN 1041-6080 doi: 10.1016/j.lindif.2022.102127

Abstract/Summary

This study investigated the mediating role of children's school liking between parent-child interactions and children's pre-academic skills. Specifically, parent-child interactions included frequency of mothers' and fathers' formal and informal home learning activities with children, as well as their autonomy support during these activities. Three hundred first-year kindergarteners were tested on two aspects of pre-academic skills, namely oral vocabulary and object counting, while their mothers and fathers reported parent-child interactions and children's school liking. Structural equation modeling showed that after controlling for demographic variables, mother-child informal learning activities and mothers' and fathers' autonomy support were positively linked to children's pre-academic skills via school liking. Father-child informal learning activities and mother- and father-child formal learning activities were not related to children's school liking nor to pre-academic skills. Our findings suggest that more coaching can be provided to parents on how to promote children's school liking and pre-academic skills.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/107921
Item Type	Article
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Publisher	Elsevier
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