Family functioning and learning engagement of junior high school students in rural China: the mediating effect of academic self-efficacy

References

• Adeniji, E. O., Akindele-Oscar, Y., & Mabekoje, S. O. (2020). Relationship between family functioning and academic engagement of secondary school students: The moderating role of resilience. International Journal of Technology and Inclusive Education, 9(1), 1505–1511. https://doi.org/10.20533/ijtie.2047.0533.2020.0185
   Google Scholar
• Annunziata, D., Hogue, A., Faw, L., & Liddle, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35(1), 100–108. https://doi.org/10.1007/s10964-005-9016-3
   PubMed Web of Science ®Google Scholar
• Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269–290. https://doi.org/10.1111/1464-0597.00092
   Web of Science ®Google Scholar
• Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
   Web of Science ®Google Scholar
• Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35(3), 125–139. https://doi.org/10.1037/0022-3514.35.3.125
   PubMed Web of Science ®Google Scholar
• Barnett, M. D., Melugin, P. R., & Hernandez, J. (2020). Time perspective, intended academic engagement, and academic performance. Current Psychology, 39(2), 761–767. https://doi.org/10.1007/s12144-017-9771-9
   Web of Science ®Google Scholar
• Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
   PubMed Web of Science ®Google Scholar
• Beavers, R., & Hampson, R. B. (2000). The Beavers systems model of family functioning. Journal of Family Therapy, 22(2), 128–143. https://doi.org/10.1111/1467-6427.00143
   Web of Science ®Google Scholar
• Berhenke, A., Miller, A. L., Brown, E., Seifer, R., & Dickstein, S. (2011). Observed emotional and behavioral indicators of motivation predict school readiness in head start graduates. Early Childhood Research Quarterly, 26(4), 430–441. https://doi.org/10.1016/j.ecresq.2011.04.001
   PubMed Web of Science ®Google Scholar
• Boyce, W. T., Jensen, E. W., James, S. A., & Peacock, J. L. (1983). The family routines inventory: Theoretical origins. Social Science & Medicine, 17(4), 193–200. https://doi.org/10.1016/0277-9536(83)90116-8
   PubMed Web of Science ®Google Scholar
• Caprara, G. V., Pastorelli, C., Regalia, C., Scabini, E., & Bandura, A. (2005). Impact of adolescents’ filial self-efficacy on quality of family functioning and satisfaction. Journal of Research on Adolescence, 15(1), 71–97. https://doi.org/10.1111/j.1532-7795.2005.00087.x
   Web of Science ®Google Scholar
• Chao, R. K., & Aque, C. (2009). Interpretations of parental control by Asian immigrant and European American youth. Journal of Family Psychology, 23(3), 342–354. https://doi.org/10.1037/a0015828
   PubMed Web of Science ®Google Scholar
• Cheng, M., & Kang, Y. (2016). 物或损之而益’: 关于底层文化资本的另一种言说 [‘Things are increased by being diminished’: Another discourse on the cultural capitals of underclass]. Tsinghua Journal of Education, 37(4), 83–91. https://doi.org/10.14138/j.1001-4519.2016.04.008309
   Google Scholar
• Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11(2), 296–325. https://doi.org/10.1177/1094428107300343
   Web of Science ®Google Scholar
• Chui, W. H., & Wong, M. Y. H. (2017). Avoiding disappointment or fulfilling expectation: A study of gender, academic achievement, and family functioning among Hong Kong adolescents. Journal of Child and Family Studies, 26(1), 48–56. https://doi.org/10.1007/s10826-016-0550-2
   Web of Science ®Google Scholar
• Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58(5), 1244–1257. https://doi.org/10.2307/1130618
   PubMed Web of Science ®Google Scholar
• Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press.
   Google Scholar
• Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9(2), 171–180. https://doi.org/10.1111/j.1752-0606.1983.tb01497.x
   Web of Science ®Google Scholar
• Epstein, N. B., Bishop, D. S., & Levin, S. (1978). The McMaster model of family functioning. Journal of Marital and Family Therapy, 4(4), 19–31. https://doi.org/10.1111/j.1752-0606.1978.tb00537.x
   Web of Science ®Google Scholar
• Fang, C., & Feng, X. (2005). 阶层差异与教育获得:一项关于教育分流的实证研究 [How distinction of social stratum affects the attainment of education: An analysis on split-flows of education]. Tsinghua Journal of Education, 26(5), 22–30.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Gao, L., & Zhang, X. (2013). 家庭功能与青少年学习自我调节的关系:同伴行为模式的中介作用 [The relationship between family functioning and adolescents’ self-regulated learning: The mediation role of peer norms]. Studies of Psychology and Behavior, 11(2), 153–157.
   Google Scholar
• Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92–115. https://doi.org/10.1177/1069072705281367
   Web of Science ®Google Scholar
• Hall, A. S. (2003). Expanding academic and career self‐efficacy: A family systems framework. Journal of Counseling & Development, 81(1), 33–39. https://doi.org/10.1002/j.1556-6678.2003.tb00222.x
   Web of Science ®Google Scholar
• Han, R., & Wang, X. (2009). 家长参与与小学生学习自我效能的关系研究 [The relation of parental involvement with Pulils’ academic self-efficacy]. Journal of Psychological Science, 32(2), 430–432. https://doi.org/10.16719/j.cnki.1671-6981.2009.02.074
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hui, E. K. P., Sun, R. C. F., Chow, S. S. Y., & Chu, M. H. T. (2011). Explaining Chinese students’ academic motivation: Filial piety and self-determination. Educational Psychology, 31(3), 377–392. https://doi.org/10.1080/01443410.2011.559309
   Web of Science ®Google Scholar
• Israel-Fishelson, R., & Hershkovitz, A. (2020). Persistence in a game-based learning environment: The case of elementary school students learning computational thinking. Journal of Educational Computing Research, 58(5), 891–918. https://doi.org/10.1177/0735633119887187
   Web of Science ®Google Scholar
• Jiang, Y. (2020). 从“半工半耕” 到 “半工伴读”: 教育驱动下的县域城镇化新特征 [From ‘part-time work and half-farming’ to ‘part-time work and study’: A new characteristic of county urbanization driven by education]. Urban Planning Review, 44(1), 35–43, 71.
   Google Scholar
• Lee, J.-S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177–185. https://doi.org/10.1080/00220671.2013.807491
   Web of Science ®Google Scholar
• Lei, W., & Li, Z. (2021). 非认知能力对初中生学业成绩的影响：基于CEPS的实证分析 [The effect of the non-cognitive ability on middle school students’ academic achievement: An empirical analysis based on CEPS]. Journal of Central China Normal University (Humanities and Social Sciences), 60(6), 154–163.
   Google Scholar
• Li, W. (2021). 谁的支持对促进初中生学习投入更有效:基于学业自我效能感的中介效应及交叉效度分析 [Whose support is more effective in promoting junior school students’ learning engagement: The mediating effect and cross validity of academic self-efficacy]. Educational Research and Experiment, 39(6), 84–90.
   Google Scholar
• Li, Y. (2018). 父母教养方式对高中生学习投入的影响:一个链式中介效应模型 [The impact of parental rearing style on learning engagement among senior high school students: A serial mediation effect model]. Psychological Development and Education, 34(5), 576–585. https://doi.org/10.16187/j.cnki.issn1001-4918.2018.05.08
   Google Scholar
• Liang, Y. (2004). 大学生学业自我效能感与心理健康的相关性研究 [A study on the correlation between college students’ academic self-efficacy and mental health]. Chinese Clinical Rehabilitation, 8(24), 4962–4963.
   Google Scholar
• Lieber, E., Fung, H., & Leung, P. W. - L. (2006). Chinese child‐rearing beliefs: Key dimensions and contributions to the development of culture‐appropriate assessment. Asian Journal of Social Psychology, 9(2), 140–147. https://doi.org/10.1111/j.1467-839X.2006.00191.x
   Web of Science ®Google Scholar
• Liu, Z. (2015). 中学生学习投入发展的现状与特点研究 [On the developments and characteristics of secondary school students’ engagement in learning]. Chinese Journal of Special Education, 22(6), 71–77, 85.
   Google Scholar
• Liu, Z., & Gao, W. (2020). 毅力与学业成绩的关系:有意走神和自发走神的不同中介作用 [The influence of grit on academic achievement: The mediating role of deliberate and spontaneous mind wandering]. Journal of Psychological Science, 43(6), 1348–1354. https://doi.org/10.16719/j.cnki.1671-6981.20200610
   Google Scholar
• Liu, Y., Sang, B., Liu, J., Gong, S., & Ding, X. (2019). Parental support and homework emotions in Chinese children: Mediating roles of homework self-efficacy and emotion regulation strategies. Educational Psychology, 39(5), 617–635. https://doi.org/10.1080/01443410.2018.1540769
   Web of Science ®Google Scholar
• Li, R., Xu, F., Ji, L., & Zhang, W. (2013). 家庭功能评定量表的初步修订 [Revision of family assessment device (FAD)]. China Journal of Health Psychology, 21(7), 996–1000. https://doi.org/10.13342/j.cnki.cjhp.2013.07.003
   Google Scholar
• Lu, X., Yu, X., Chen, H., & Huang, X. (2016). 基础教育中的城乡差异是否在大学延续:高校城乡学生学业表现差异的实证研究 [Will the rural-urban gap in k-12 school continue in university: An empirical case study of students academic performance]. Journal of Higher Education Management, 10(1), 56–60. https://doi.org/10.13316/j.cnki.jhem.20151127.001
   Google Scholar
• Malczyk, B. R., & Lawson, H. A. (2017). Parental monitoring, the parent-child relationship and children’s academic engagement in mother-headed single-parent families. Children and Youth Services Review, 73, 274–282. https://doi.org/10.1016/j.childyouth.2016.12.019
   Web of Science ®Google Scholar
• Mandara, J. (2006). The impact of family functioning on African American males’ academic achievement: A review and clarification of the empirical literature. Teachers College Record, 108(2), 206–223. https://doi.org/10.1111/j.1467-9620.2006.00648.x
   Web of Science ®Google Scholar
• Mowday, R. T., & Sutton, R. I. (1993). Organizational behavior: Linking individuals and groups to organizational contexts. Annual Review of Psychology, 44(1), 195–229. https://doi.org/10.1146/annurev.ps.44.020193.001211
   PubMed Web of Science ®Google Scholar
• Nonis, S. A., Teng, J. K., & Ford, C. W. (2005). A cross-cultural investigation of time management practices and job outcomes. International Journal of Intercultural Relations, 29(4), 409–428. https://doi.org/10.1016/j.ijintrel.2005.05.002
   Web of Science ®Google Scholar
• Oljaca, M., Erdes-Kavecan, D., & Kostovic, S. (2012). Relationship between the quality of family functioning and academic achievement in adolescents. Croatian Journal of Education, 14(3), 485–510. https://hrcak.srce.hr/87462
   Google Scholar
• Peng, B. (2014). 城乡义务教育阶段学生学业差距研究:基于教育公平的视角 [On the educational achievement gap between urban and rural students in compulsory education stage: From the viewpoint of education fairness]. Journal of Educational Science of Hunan Normal University, 13(5), 73–79.
   Google Scholar
• Phan, H. P. (2012). Relations between informational sources, self-efficacy and academic achievement: A developmental approach. Educational Psychology, 32(1), 81–105. https://doi.org/10.1080/01443410.2011.625612
   Web of Science ®Google Scholar
• Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management, 12(4), 531–544. https://doi.org/10.1177/014920638601200408
   Web of Science ®Google Scholar
• Qian, M., & Xiao, G. (1998). 青少年心理健康水平、自我效能、自尊与父母养育方式的相关研究 [A study on the relationship between adolescents’ mental health level, self-efficacy, self-esteem and parenting style]. Journal of Psychological Science, 21(6), 553–555. https://doi.org/10.16719/j.cnki.1671-6981.1998.06.020
   Google Scholar
• Rao, N., Moely, B. E., & Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high-and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25(3), 287–316. https://doi.org/10.1006/ceps.1999.1003
   PubMed Web of Science ®Google Scholar
• Rezaei-Dehaghani, A., Keshvari, M., & Paki, S. (2018). The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013–2014. Iranian Journal of Nursing and Midwifery Research, 23(3), 183–187. https://doi.org/10.4103/ijnmr.ijnmr_87_17
   PubMedGoogle Scholar
• Ridenour, T. A., Daley, J., & Reich, W. (1999). Factor analyses of the family assessment device. Family Process, 38(4), 497–510. https://doi.org/10.1111/j.1545-5300.1999.00497.x
   PubMed Web of Science ®Google Scholar
• Roche, K. M., & Ghazarian, S. R. (2012). The value of family routines for the academic success of vulnerable adolescents. Journal of Family Issues, 33(7), 874–897. https://doi.org/10.1177/0192513X11428569
   Web of Science ®Google Scholar
• Roncone, R., Rossi, L., Muiere, E., Impallomeni, M., Matteucci, M., Giacomelli, R., Tonietti, G., & Casacchia, M. (1998). The Italian version of the family assessment device. Social Psychiatry and Psychiatric Epidemiology, 33(9), 451–461. https://doi.org/10.1007/s001270050079
   PubMed Web of Science ®Google Scholar
• Shao, Y., & Kang, S. (2022). The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology, 13, 938756. https://doi.org/10.3389/fpsyg.2022.938756
   PubMed Web of Science ®Google Scholar
• Shek, D. T. L. (2002). Family functioning and psychological well-being, school adjustment, and problem behavior in Chinese adolescents with and without economic disadvantage. The Journal of Genetic Psychology, 163(4), 497–502. https://doi.org/10.1080/00221320209598698
   PubMed Web of Science ®Google Scholar
• Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22–32. https://doi.org/10.1037/0022-0663.82.1.22
   Web of Science ®Google Scholar
• Strage, A. A. (1998). Family context variables and the development of self-regulation in college students. Adolescence, 33(129), 17–31.
   PubMedGoogle Scholar
• Stubbs, N. S., & Maynard, D.- M. B. (2017). Academic self-efficacy, school engagement and family functioning, among postsecondary students in the Caribbean. Journal of Child and Family Studies, 26(3), 792–799. https://doi.org/10.1007/s10826-016-0595-2
   Web of Science ®Google Scholar
• Teng, Y., & Zhang, J. (2021). 学生学业成就的城乡差距及其影响因素: 基于 PISA 2015 数据的分析 [The rural-urban gap in students’ academic achievement in China and its origins: Evidence from PISA 2015]. Education & Economy, 37(2), 58–67.
   Google Scholar
• Wan, J., Zhang, Y., & Zhao, J. (2021). 农村留守初中生安全感与学习投入的关系:学业自我效能感和网络成瘾的链式中介作用 [The relationship between sense of security and learning engagement of rural left-behind junior high students: The chain mediating role of academic self-efficacy and internet addiction]. Chinese Journal of Special Education, 28(11), 83–89.
   Google Scholar
• Wang, X. (2021). 寒门温室: 城镇化中农家子弟教育的家庭参与机制 [Hothouse of Hanmen: Family participation mechanism of rural children’s education urbanization]. China Youth Study, 33(12), 98–105. https://doi.org/10.19633/j.cnki.11-2579/d.2021.0182
   Google Scholar
• Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4), 517–535. https://doi.org/10.1037/spq0000050
   PubMed Web of Science ®Google Scholar
• Wang, J., & Zhang, Y. (2022). 转化性成长:劳动家庭子女学业成功的密码——基于家长参与的视角 [Transformative growth: The code for the academic success of children in working families: Based on the perspective of parental involvement]. Contemporary Youth Research, 40(1), 97–105.
   Google Scholar
• Whitbeck, L. B., Simons, R. L., Conger, R. D., Wickrama, K., Ackley, K. A., & Elder, G. H. Jr. (1997). The effects of parents’ working conditions and family economic hardship on parenting behaviors and children’s self-efficacy. Social Psychology Quarterly, 60(4), 291–303. https://doi.org/10.2307/2787091
   Web of Science ®Google Scholar
• Wiederkehr, V., Darnon, C., Chazal, S., Guimond, S., & Martinot, D. (2015). From social class to self-efficacy: Internalization of low social status pupils’ school performance. Social Psychology of Education, 18(4), 769–784. https://doi.org/10.1007/s11218-015-9308-8
   Web of Science ®Google Scholar
• Xiang, W., & Xiao, H. (2018). 家庭功能对农村留守儿童情绪健康的影响效应 [The effect of family function on the emotional health of rural left-behind children]. Journal of Hunan Agricultural University (Social Sciences Edition), 19(6), 43–48. https://doi.org/10.13331/j.cnki.jhau(ss).2018.06.007
   Google Scholar
• Xu, H. (2017). [家庭文化资本对农村初中生学习投入的影响研究:基于J省D县某初中的调查数据] [The impact of family cultural capital on rural junior middle school students’ study engagement: Based on the data of one junior middle school in D county of J province] [Doctoral dissertation]. Northeast Normal University. CNKI. Retrieved from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201801&filename=1017138428.nh
   Google Scholar
• Yang, B. (2017). 城乡初中生学业表现差异的影响因素及作用机制:基于教育投入、学习投入和教育价值观的分析 [The influencing factors and mechanism of the differences in academic performance between urban and rural junior high school students: Based on the analysis of educational investment, learning investment and educational values]. Educational Science Research, 28(3), 68–75.
   Google Scholar
• Yi, F., Guo, Y., Yu, Z., & Xu, S. (2017). 中小学生学业成绩主要影响因素的元分析 [A meta-analytic review of personal and social-contextual factors in 1–12 academic performance]. Psychological Exploration, 37(2), 140–148.
   Google Scholar
• Yuan, M. (2020). 学生学习投入的影响因素及提升路径 [Influencing factors of students’ learning engagement and ways to improve it]. Journal of Teaching and Management, 36(15), 72–74.
   Google Scholar
• Zakiei, A., Vafapoor, H., Alikhani, M., Farnia, V., & Radmehr, F. (2020). The relationship between family function and personality traits with general self-efficacy (parallel samples studies). BMC Psychology, 8(1), 88. https://doi.org/10.1186/s40359-020-00462-w
   PubMed Web of Science ®Google Scholar
• Zhao, M., Gu, L., & Zhu, Z. (2018). 流动儿童家庭教育环境与学习投入的关系模型建构及验证:基于广州大学城的实地调研 [Construction and verification of relationship model of floating children’s family education environment and learning investment: Based on the field survey of Guangzhou university city]. Research in Educational Development, 38(4), 8–15. https://doi.org/10.14121/j.cnki.1008-3855.2018.04.004
   Google Scholar
• Zhen, R., Liu, R., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210–216. https://doi.org/10.1016/j.lindif.2017.01.017
   Web of Science ®Google Scholar