Mindful parenting mediates the association of family economic pressure with child adjustment: A longitudinal study.
Bibliographic record
Abstract
Economic pressure, that is, psychological stress due to not having enough money to deal with everyday expenses, represents a pressing concern for many families around the globe. Indeed, prior research has linked family economic pressure to academic, behavioral, and psychological problems among children. However, most work has been cross-sectional and used family socioeconomic status as an indicator of economic disadvantages. The longitudinal association of family economic pressure with child adjustment and the possible underlying mechanism have been less well-studied, especially among non-Western families with young children. Therefore, using a three-wave, 2-year design, this study examined the longitudinal associations of family economic pressure with child school readiness, externalizing behaviors, and internalizing behaviors among Chinese families and tested mother mindful parenting as a mediator. On three occasions separated by about 6 months, questionnaire data were collected from the mothers of 207 kindergarten children from Hong Kong, China (mean age of children at Time 1 = 4.98 years; 52% of them were girls). Mothers rated their family conditions, their parenting practices, and their children's adjustment. Path analysis showed that family economic pressure was associated with decreases in child school readiness and increases in child externalizing and internalizing behaviors. Moreover, decreases in mother mindful parenting partially mediated the longitudinal associations of family economic pressure with child school readiness and externalizing behaviors. Theoretically, findings highlighted the role of mindful parenting in understanding the possible implications of family economic pressure. Practically, findings pointed to the potential utility of targeting mindful parenting to support economically disadvantaged families. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".