Parental support and homework emotions in Chinese children: mediating roles of homework self-efficacy and emotion regulation strategies

Abstract

The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered.

Keywords:

• Parental support
• homework self-efficacy
• emotion regulation strategy
• homework emotions
• Chinese children

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The present work has been funded by the National Natural Science Foundation of China (Grant Number: 31371043).