Open Access

ARTICLE

The Relationship among Chinese Adolescents’ Parental Involvement, Core Self-Evaluation and School Adaptation

Yi Yang^1,*, Tao Li², Lijun He^3,4

1 Research Center for Prospering Jiangsu Province with Talents, School of Business, Nanjing University of Information Science and Technology, Nanjing, 210044, China
2 School of Education, South-Central University for Nationalities, Wuhan, 210044, China
3 International Military Education and Exchange Center, Army Command College, CPLA, Nanjing, 210045, China
4 School of Business, Hohai University, Nanjing, 210098, China

* Corresponding Author: Yi Yang. Email:

International Journal of Mental Health Promotion 2021, 23(4), 521-531. https://doi.org/10.32604/IJMHP.2021.019290

Received 24 August 2021; Accepted 04 October 2021; Issue published 28 October 2021

Abstract

The present study discusses the relationship among Chinese adolescents’ parental involvement, core self-evaluation, and school adaptation. The Parental Involvement Behavior Questionnaire, Core Self-Evaluations Scale (CSES), and the School Adaptation Inventory were used to survey 1258 Chinese middle school students. The results showed that adolescents’ school adaptation was significantly positively correlated with parental involvement and core self-evaluation. Furthermore, parental involvement and core self-evaluation were positively correlated. Mediation analysis found that core self-evaluation had partially mediated the relationship between adolescents’ parental involvement and school adaption. Parental involvement could directly affect adolescents’ school adaptation and indirectly affect school adaptation through the mediating effect of core self-evaluation. The present study results suggested that parents and educators could improve adolescents’ school adaptation by increasing parental involvement and enhancing the adolescents’ core self-evaluation.

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Keywords

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