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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1438784

Relationship between parental involvement and children's positive mental character during early years: The moderating role of parent-teacher relationship

Provisionally accepted
Liman Cai Liman Cai 1Peishan Huang Peishan Huang 2YUANFANG GUO YUANFANG GUO 3*
  • 1 South China Normal University, Guangzhou, Guangdong, China
  • 2 Dongguan Polytechnic, Dongguan, Guangdong, China
  • 3 Zhejiang Normal University, Jinhua, China

The final, formatted version of the article will be published soon.

    To explore the association between parental involvement and children's positive mental character, and examine the moderating effect of the relationship between teachers and parents, the present study conducted latent moderated structural equation model among 167 Chinese preschool teachers and 1019 preschool children and their parents. Parents reported children's positive mental character and perceived relationships with their children's teachers while teachers reported their perceived relationships with each child's parents. The results indicated that (1) three dimensions of parental involvement (home-based involvement, school-based involvement and home-school conferencing) were positively related to children's positive mental character; (2) teacher-perceived teacher-parent relationship moderated the association between home-based involvement and children's positive mental character; (3) the effects of school-based involvement * parent-teacher relationship and home-school conferencing * parent-teacher relationship on children's positive mental character were significant. This study provided the implications for promoting the development of positive mental character among Chinese preschool children.

    Keywords: parental involvement, positive mental character, Parent-teacher relationship, Teacher-parent relationship, Chinese preschool children

    Received: 26 May 2024; Accepted: 22 Nov 2024.

    Copyright: © 2024 Cai, Huang and GUO. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: YUANFANG GUO, Zhejiang Normal University, Jinhua, China

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