Family socioeconomic status and young children’s learning behaviors: The mediational role of parental expectation, home environment, and parental involvement
Bibliographic record
Abstract
Utilizing a national longitudinal sample from China Family Panel Studies (2018), this study examined how family socioeconomic status (SES) is related to young children’s learning behaviors through parental expectation, parental involvement and home learning environment. A total of 1348 children aged 3–5 years were included. Mediation analysis was conducted to test the hypotheses. The results identified a significant relationship between family SES and home learning environment and parental involvement, whereas family SES was only partially related to parental academic expectations. There were no statistically significant relationships between SES and children’s learning behaviors. Moreover, no indirect effects were found between parental expectation, home learning environment, and children’s learning behaviors. However, parental involvement had an indirect effect on children’s learning behaviors. The present study highlights the need to consider the role of parental involvement in supporting the development of young children’s learning behaviors. The findings and discussions raise implications for researchers and practitioners to provide parental involvement support programs for Chinese families from diverse SES backgrounds.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".