ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1564880
This article is part of the Research TopicBreaking the Mold: Groundbreaking Methodologies and Theories for Parental Involvement in EducationView all 13 articles
Parental/grandparental education involvement and adolescents' learning engagement: A moderated mediation model
Provisionally accepted
- 1Fujian Normal University, Fuzhou, Fujian Province, China
- 2Huaiyang No. 1 High School, Zhoukou, China
- 3Cangwu Primary school, Lianyungang, China
- 4Nanjing Normal University of Special Education, Nanjing, China
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Parental and grandparental involvement are associated with students' educational success. However, few studies have explored the different effects of parental and grandparent education involvement on students' academic performance. This study constructed a hypothetical model of parental/grandparental education involvement and adolescents' learning engagement, with personal growth initiative as the mediating variable and self-education expectation as the moderating variable, to investigate how parental/grandparental education involvement influences learning engagement. A total of 822 adolescents from middle schools in China participated in the study. The results revealed that parental/grandparental education involvement significantly and positively affected adolescents' learning engagement. In the context of parental education involvement, the most important factor in promoting learning engagement is emotional leisure. In the context of grandparental education involvement, the most important factor in promoting learning engagement is academic support. Furthermore, personal growth initiative mediated the relationship of parental and grandparental education involvement, respectively. The relationship between parental/grandparental educational involvement and learning engagement was moderated by self-education expectation. However, the interaction effect between self-education expectation and education involvement (emotional leisure, teaching rules, academic support, life care) to predict learning engagement is different between parents and grandparents. For the situation where parents directly raise their children, the interaction term (emotional leisure/ teaching rules/ academic support × self-education expectation) significantly predicted learning engagement, indicating that self-education expectation moderated the direct effect of emotional leisure, teaching rules, academic support on learning engagement. For the situation where grandparents providing caregiving for grandchildren, only the interaction term emotional leisure × self-education expectation significantly predicted learning engagement, indicating that self-education expectation moderated the direct effect of emotional leisure on learning engagement. The objective of this study was to provide further empirical evidence regarding the discrepancies in the mechanisms by which parental/grandparental education involvement affects adolescents' learning engagement. and to offer further insights into the promotion of learning engagement among adolescents.
Keywords: Grandparental education involvement, parental education involvement, Personal growth initiative, Learning engagement, moderated mediation model
Received: 22 Jan 2025; Accepted: 28 Jul 2025.
Copyright: © 2025 Xiang, Huang, Zhao, Wang and Shao. 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: Xiaoqing Xiang, Fujian Normal University, Fuzhou, Fujian Province, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.