Effects of parental educational involvement on classroom peer status among Chinese primary school students: A moderated mediation model of psychological Suzhi and family socioeconomic status

Children and Youth Services Review 111 (2020) 104881

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Effects of parental educational involvement on classroom peer status among Chinese primary school students: A moderated mediation model of psychological Suzhi and family socioeconomic status Thanh Minh Nguyena,b, Xingxue Xiaoa, Shulin Xiongc, Cheng Guod, Gang Chenga,

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a

School of Psychology, Guizhou Normal University, 550001 Guiyang, China National Academy of Education Management, 100000 Hanoi, Viet Nam c School of Chemistry and Materials Science, Guizhou Normal University, 550001 Guiyang, China d School of Psychology, Southwest University, 400715 Chongqing, China b

A R T I C LE I N FO

A B S T R A C T

Keywords: Parental educational involvement Psychological Suzhi Family socioeconomic status Classroom peer status Primary school students

Classroom peer status (being accepted, admired, and liked by friends in the classroom) is a key factor in children’s development. The present study aims to test the mediating effect of psychological Suzhi (an indigenous concept of China and a kind of positive psychological quality) in the association between parental educational involvement (PEI) and primary students’ classroom peer status, and whether this mediating process is moderated by family socioeconomic status (SES). The study was designed according to a cross-sectional study model, with 462 Chinese primary school students (mean age = 10.76 years, SD = 1.1) completing questionnaires regarding demographic information, psychological Suzhi, and classroom peer status. Family SES and PEI questionnaires were completed by the students’ parents. Main findings include: (a) PEI has a positive direct influence on primary students’ classroom peer status; (b) students’ psychological Suzhi has a mediating role in the relationship between PEI and students’ classroom peer status; (c) the moderating role of family SES on the pathway from PEI to classroom peer status via psychological Suzhi was not significant; and (d) the direct influence of PEI on primary students’ classroom peer status is moderated by family SES. The findings from this study show that, regardless of family SES level, PEI increases a child’s positive internal psychological characteristics and helps improve the child’s classroom peer status. In contrast, the direct influence of PEI on primary students’ classroom peer status was not significant in families with low SES. In such families, the quality of PEI may be reduced due to the influence of parents’ education levels and family economic stress. The results of this study are meaningful for developing interventions in the family context.

1. Introduction Social status reflects the extent to which an individual is accepted or liked by their peers, and is typically assessed by nominations of peers who they like and dislike (Cillessen & Rose, 2005). It is considered a fundamental motive affecting the individual’s subjective well-being and physical and mental health (Anderson, Hildreth, & Howland, 2015). For primary school students in the school context, where the child’s main living environment is the classroom, the child’s social status is represented primarily by pursuing his or her status in the classroom. Specifically, primary students’ classroom peer status reflects the degree to which they are being accepted, admired, and liked by their friends in the group (Oldehinkel, Rosmalen, Veenstra, Dijkstra, & Ormel, 2007). Previous studies showed that peer status and the classroom’

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sociometric status (such as being liked, being rejected, being accepted by classmates) impacted a child’s academic achievement (Wentzel, 1991; Ullman, 1957; Wentzel, 2003). In fact, it has been revealed that the peer status of eight- to nine-year-old children is the most important factor predicting psychiatric difficulties (Cowen, Pederson, Babigian, Izzo, & Trost, 1973). Other studies have found that the influence of peer status in the classroom on children will continue into adulthood (Dodge et al., 2003). Therefore, children’s peer status is particularly important, necessitating a study regarding its influencing factors. 1.1. Parental educational involvement (PEI) and children’s classroom peer status Classroom peer status has an important role in children’s

Corresponding author. E-mail address: [email protected] (G. Cheng).

https://doi.org/10.1016/j.childyouth.2020.104881 Received 24 November 2019; Received in revised form 18 February 2020; Accepted 18 February 2020 Available online 19 February 2020 0190-7409/ © 2020 Elsevier Ltd. All rights reserved.

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regulation, interpersonal skills, and being flexible in different environmental contexts (Pan et al., 2017). The three abovementioned basic dimensions of psychological Suzhi are interrelated and differentiated, and they are the fundamental and core elements that constitute the concept of psychological Suzhi (Zhang et al., 2000; Zhang et al., 2011; Zhang, 2003). Furthermore, psychological Suzhi helps develop adolescent mental health while improving social adaptability, and primary students with high psychological Suzhi also have high academic achievement (Zhang, Su, & Wang, 2017). Recently, previous studies also reported that psychological Suzhi has a positive correlation with students’ classroom peer status (Chen, Xia, Zhang, Xiong, & Long, 2019; Cheng, Zhou, Xia, Chen, & Zhang, 2018; Liu, Zhang, Pan, Chen, & Ma, 2016), that is, students with higher psychological Suzhi also have higher classroom peer status. In fact, all three components of psychological Suzhi have a positive correlation with students’ classroom peer status (Cheng et al., 2018). In other words, students exhibiting higher levels of psychological Suzhi have higher internal psychological regulation, tend to show more appropriate external behaviors and emotions, and they also have better interpersonal skills; traits that make them more popular among their peers and make it easier for them to establish good peer relationships in the classroom (Cheng et al., 2018). Psychological Suzhi is formed by internalizing externally obtained stimuli based on the individual's own physiological conditions (Cheng, Zhang, Xiao, Xiong, & Guo, 2019). According to the relationship model between psychological Suzhi and mental health proposed by Wang and Zhang (2012), researchers and developers of the psychological Suzhi theory assume that it is formed and developed through interactions between the individuals and the proximal environment in which they live, including the family context (Zhang et al., 2011). Based on this point of view, evidence from previous studies show that PEI can have a significant influence on the children's psychological Suzhi (Liu, Long, Huang, Zhou, & Cheng, 2019; Tang, Liu, Huang, & Cheng, 2019). Specifically, high-quality PEI results in the promotion of adolescents’ and children’s cognitive skills, personalities (Karıbayeva & Boğar, 2014), and adaptability skills (Zhang, 2016) as well as other aspects of their developmental process. Thus, increasing the quality of PEI will help to improve the psychological Suzhi of primary school students. The study of Cheng et al. (2020) found that PEI, psychological Suzhi, and high school students' classroom peer status were positively correlated. High-quality PEI has helped improve students' psychological Suzhi, and in turn, psychological Suzhi has been positively correlated with students' classroom peer status (Cheng et al., 2020). These studies indicate that psychological Suzhi plays a mediating role in the relationship between PEI and the students’ classroom peer status.

development, thus, it is necessary to study the factors influencing children’s classroom peer status. From the point of view of the ecological system theory proposed by Bronfenbrenner (1977), external environmental factors may influence an individual’s development. The ecological system theory divides environmental factors into four nested layers: microsystems, mesosystems, exosystems, and macrosystems. The microsystem category has the most direct and powerful influence on an individual, and this category includes factors like family, school, and friends (Bronfenbrenner, Morris, 2006). This indicates that PEI should be one of the factors affecting the classroom peer status of elementary school students. PEI is a concept used to describe a range of parental behaviors performed in the home (e.g., helping children with homework) and at school (e.g., participating in educational workshops) to promote children’s academic achievement and psychological development according to the beliefs and expectations the parents hold regarding education (Seginer, 2006). PEI helps boost a student’s perceived control and competence, offers a sense of security and connectedness, and helps students to internalize educational values (Gonzalez-DeHass, Willems, & Doan Holbein, 2005). Moreover, PEI contributes to promoting children’s learning motivation by communicating parents’ trust in the children’s abilities and showing interest in their progress and learning (Rodríguez et al., 2017). Importantly, studies have revealed that parents who are actively engaged with their children and responsive to the children’s learning needs leads to children who are actively engaged with their peers (Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002). Some meta-analysis studies have shown that PEI has a positively impact on the academic performance of primary school students (Jeynes, 2005; Kim & Hill, 2015), and in turn, academic achievement was positively correlated with peer acceptance in the classroom (Chen, Chang, & He, 2003; Dijkstra & Gest, 2014). PEI also assists in the improvement of student social skills (El Nokali, Bachman, & VotrubaDrzal, 2010). Finally, social skills have a significant positive correlation with a variety of social status indicators for primary school students (e.g., peer-and teacher-assessed popularity, and reciprocated friendships) (Kwon, Kim, & Sheridan, 2012). These findings demonstrate that PEI may have a positive influence on children’s classroom peer status. 1.2. Psychological Suzhi as a mediating variable Based on the preceding assumptions and evidence, PEI may play a role in primary students’ classroom peer status. However, according to the ecosystem theory proposed by Bronfenbrenner (1977), PEI is one of the components of external systems, and it can influence children’s behavior, but only in accordance with the children’s internal psychological factors. A study by Anthony (1987) reported that for children in a family environment with psychotic parents, the key to the difference in youths’ healthy development is the individuals’ internal positive personalities (e.g., constructive and creative competence, self-efficacy, and adaptive distancing). In recent years, many researchers in China have begun to pay attention to the influence of psychological Suzhi on children’s peer status. Psychological Suzhi is a concept originating in China that was proposed by scholar Zhang and his colleagues in the context of quality-oriented education (Zhang, Feng, Guo, & Chen, 2000). Psychological Suzhi also has received the recognition of Western psychologists and has been referred in the Handbook of Positive Psychology in Schools (Second Edition) by Furlong, Gilman, and Huebner (2014). Psychological Suzhi is a stable, essential, and implicit mental quality that influences individuals' mental health, developmental process, and creative behavior. It ncludes three basic factors: cognitive quality, individuality, and adaptability (Zhang et al., 2000; Zhang, Wang, & Yu, 2011). Cognitive quality in psychological Suzhi refers to the quality of critical thinking, creativity, and meta-cognition, while individuality includes constructs such as achievement motivation, self-esteem, selfcontrol, and self-confidence. Finally, adaptability alludes to emotional

1.3. Family socioeconomic status (SES) as a moderator variable According to Bronfenbrenner’s ecosystem model (2006), although PEI is an important microsystem factor, its function is affected by the other systems. Family SES is one of the mesosystem factors, which is a background for PEI, and these two factors work together to influence an individual development. SES refers to an individual’s location in multiple environmental hierarchies, usually involving economic resources, educational achievement, and occupational status (Conger & Donnellan, 2007). Recent studies have shown that family SES has a positive correlation with psychological Suzhi (Wu, Zhang, Cheng, Hu, & Rost 2015). At the same time, Cheng et al. (2020) have also found that family SES positively correlates with secondary school students' classroom peer status. Moreover, research by McNeal (2001) found that SES was associated with PEI quality; specifically, PEI has a greater effect when family SES is higher, and the positive benefits of PEI will disappear when the family’ SES is lower. Researchers believe there are two reasons why the family SES has a moderating effect on PEI function. First, according to the family 2

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investment model theory, compared with parents in families with higher SES, the parents in families with lower SES are less exposed to family educational theories because of their own education levels and economic conditions (Conger & Donnellan, 2007). As a result, understanding and using family educational theories is relatively difficult (Poresky & Morris, 1993; Vellymalay 2012; Benner, Boyle, & Sadler; 2016) given that lower SES parents’ education quality is usually relatively poor, which greatly limits their involvement in education. These limitations may influence the effect that PEI has on the classroom peer status of primary school students. Second, based on the family economic stress model theory, Conger and Elder (1994) concluded that economic downturn in the family increases the emotional stress of parents and disrupts family relationships. In turn, family conflicts and negative parental emotions reduce positive parenting behaviors (Neppl, Jeon, Schofield, & Donnellan, 2015) and influence how the child internalizes and externalizes problems (Scaramella, Sohr-Preston, Callahan, & Mirabile, 2008), and reduce the quality of the children’s mental health (Solantaus et al., 2004). That is, family stress may affect the quality of the interaction between the parents and the children during communication as well as influence the parents’ involvement in helping the children learn at home, which inherently requires a lot of time and attention from parents. This causes a reduction in the quality of PEI and may influence the primary student’s classroom peer status. Therefore, in the process of PEI’s influence on classroom peer status through psychological Suzhi, family SES may have a moderating role.

Psychological Suzhi Family SES

Parental educational involvement

Child’s classroom peer status

Fig. 1. Conceptual model: Effects of parental educational involvement on classroom peer status among Chinese primary school students: A moderated mediation model of psychological Suzhi and family socioeconomic status.

located across the three provinces of China, who were randomly sampled using cluster sampling. This research was in line with the American Psychological Association’s (APA) ethical principles and was also approved by the ethics committee for psychological research at the author’s institution. The heads of participating primary schools and participants’ parents gave written consent, and student participants provided oral consent. Researchers provided parents with an explanation regarding the study and assured them that all data of students would be investigated on a voluntary basis, and would remain confidential. After we received informed consent from the students, parents, and the school, questionnaires were administered to the students and their parents. The survey was divided into two parts. The first part was a student questionnaire, which mainly tested the demographic information, psychological Suzhi, and classroom peer status of the students. The students completed the self-reported questionnaire in a 30-minute class at school under the guidance of trained researchers. The researchers then collected the completed questionnaires. The second part consisted of a parental questionnaire mainly used to collect information on the family SES and PEI. This part of the questionnaire was brought to the parents by the students and returned to the researchers once the parents had completed it. The final number of valid questionnaires received by the researchers was 462. Boys and girls were 250 (54.1%) and 212 (45.9%), respectively. The sample included 216 (46.8%), 95 (20.6%), and 151 (32.7%) pupils in the fourth, fifth, and sixth grades, respectively.

1.4. The present study Previous studies have focused on clarifying the relationship between children’s classroom peer status, family SES, parenting practices, mental health status, and internal psychological characteristics. However, there is a lack of comprehensive studies on the interaction mechanisms of these variables in the existent literature. Therefore, the present study aimed to examine the relationship between PEI and primary students' classroom peer status and the underlying mediating and moderating mechanisms, based on the ecological system theory (Bronfenbrenner, 1977). First, this study investigated whether psychological Suzhi played a mediating role between PEI and primary students' classroom peer status. Subsequently, we intended to further comprehensively investigate whether the family SES can moderate the direct influence of PEI on primary students' classroom peer status, while also moderating the mediating role of psychological Suzhi between PEI and classroom peer status. According to previous studies' results suggesting that children's gender has correlated with students' classroom peer status (Dijkstra, Lindenberg, & Veenstra, 2007; Huang & Su, 2014) and psychological Suzhi (Liu, Pan, Ma, & Zhang, 2018; Liu, Zhao, & Zhang, 2019), the present research also control students’ gender to test the moderated mediation hypothesis. Based on the literature review, the present study proposed the following hypotheses and research models (Fig. 1). Hypothesis 1: PEI, psychological Suzhi, and classroom peer status are positively correlated. Hypothesis 2: PEI is indirectly related to a primary student’s classroom peer status through psychological Suzhi. Hypothesis 3: Family SES moderates the indirect association between PEI and children’s classroom peer status via psychological Suzhi. Hypothesis 4: Family SES moderates the direct association between PEI and children’s classroom peer status.

2.2. Measurements 2.2.1. Psychological Suzhi Psychological Suzhi was measured using the simplified version of the Psychological Suzhi Scale for Children (PSSC), which is a brief instrument designed to evaluate the positive psychological traits that facilitate Chinese children’s positive adaptation to the Chinese school environment (Pan, Zhang, & Wu, 2017). It consisted of 27 items divided equally among the following three subscales: cognitive quality (e.g., “when completing exercises, I always remind myself that I should use different methods to deal with different kinds of problems”), personality quality (e.g., “I think that life is always full of fun”), and adaptability (e.g., “when I have trouble with my classmates, I make up with them quickly”) (Wu, Zhang, Cheng, & Hu, 2018). The PSSC employed a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The total score of PSSC was calculated by adding up the scores of all items. Scores ranged from 27 to 135, with higher scores reflecting greater psychological Suzhi. The simplified version of the PSSC was found to have good reliability and validity in Chinese children (Wu, Zhang, & Cheng, 2017). In the present study, Cronbach’s alpha for the total scale was 0.90, while the alphas for the three subscales ranged between 0.71 and 0.84. The validity of this questionnaire was also confirmed. Confirmatory factor analysis (CFA) showed that the

2. Methods 2.1. Participants and procedures The participants were 500 primary school students (age eight to 13 years, M = 10.76, SD = 1.1 years), from three primary schools 3

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measurement model yielded an adequate fit at: χ2/df = 1.99 (p < 0.001), a comparative fit index (CFI) = 0.91; a non-normed fit index (TLI) = 0.90; standardized root mean square residual (SRMR) = 0.05; root mean square error of approximation (RMSEA) = 0.05, and 90% CI = [0.04, 0.05], indicating good construct validity.

occupations (Chunling Li, 2005) ranging from 10.04 to 90 points. The second step consisted of selection and transformation of the variables. The parents’ level of education and occupation were selected from whichever variables were higher for the two parents. The third step required calculating the missing values. The evaluation of a family’s SES required the scoring of three variables. If more than two were missing, it was considered a missing value; if, instead, only one value was missing, the missing value was replaced by regression of the other two variables. The last step was converting the investigated variables into Z scores, using Z points for the principal component analysis to calculate the factor load of each variable, then using the formula to calculate the SES value for each subject. The family SES = (β2*Z parents’ education level + β2*Z parents’ occupation status + β3*Z family annual income)/εf, with β1, β2, β3 as the factor loading and εf as the eigenvalue for the first factor. The family SES value was calculated for each elementary school student. The family SES score for this sample ranged from −2.01 to 4.15. The higher the family SES score, the higher the SES of the family.

2.2.2. Parental educational involvement (PEI) PEI was measured using the Chinese version of the Parental Educational Involvement Questionnaire(Zhan, 2019) in the International Student Assessment Program (Programme for International Student Assessment [PISA]). The questionnaire contained seven items mainly used to measure the level of interaction between parents and their children. Using a five-point Likert scale, participants were asked to choose the most appropriate level to express their true feelings (e.g., “helping your child with homework”) with 1 (never or almost never), 2 (once or twice a year), 3 (once or twice a month), 4 (once or twice a week), and 5 (every day or almost daily) as the possible options. The total score was calculated by adding up the scores of all items. Scores ranged from seven to 35, with higher scores reflecting greater levels of interaction between parents and children. In this study, the Cronbach’s α was 0.81. Confirmatory factor analysis (CFA) showed that the measurement model yielded an adequate fit at: χ2/df = 3.18 (p < 0.001), CFI = 0.97; TLI = 0.95; SRMR = 0.03; RMSEA = 0.07, and 90% CI = [0.04, 0.09], indicating good construct validity.

2.3. Data analysis The Statistical Package for Social Sciences (SPSS) 21.0 software was used for data management, descriptive statistics, and correlation analysis. This research used SPSS - PROCESS 3.0 plugin as compiled by Hayes (2017) and controlled for sex to analyze the effects of PEI on classroom peer status with psychological Suzhi as a mediator variable and family SES as a moderating variable. This study was designed based on the mediation moderator model number 8, referred by Hayes (2017).

2.2.3. Classroom peer status We used the social distance measurement method pioneered by Bogardus (1925) to quantify the students’ social distance and peer status. After obtaining the consent of the school administrator, the students themselves, and their parents, the peer nomination questionnaire was sent to the students so that they could rate the classroom peer status of the students on the class list. Each classroom peer status questionnaire contained a guide sentence, and the name of all students in the classroom, and it was mainly used to measure the classroom peer status of students. The guide sentence was “Please rate your classmates according to the real situation in your classroom”. This measurement employed a five-point Likert scale ranging from 1 (meaning that the student thinks his/her classmate has the lowest status in their classroom and the weakest influence on other students) to 5 (meaning that the student thinks his/her classmate has the highest status in their classroom and the strongest influence on the other students). The final score was obtained by adding up all the scores given to a student by his/her classmates and then, dividing the sum by the total number of students who participated in the study, yielding an average score indicative of the social status of each student in the classroom. The measurement score for this sample ranged from 1.56 to 3.95. The higher the score, the higher the classroom peer status of the student (Cheng, Zhou, Xia, Chen, & Zhang, 2018).

2.4. Control and testing common method bias When using the same method to measure different variables in the same environment, the variables may be affected by common biases such as the same rater and same measuring environment which will cause data to be distorted (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003) and may affect the research results. In fact, in the analysis of mediating moderator effects, statistical control and testing of common method bias should be carried out. However, in our study, the four variables were scored in different ways from different data sources. For instance, the primary school students' psychological Suzhi questionnaire (simplified version) was completed by students using a self-report method, the classroom peer status measure was reported by classmates, while the PEI questionnaire was completed by parents, and the family SES collected data included the parents’ education level, occupation status, and family annual income. Therefore, the measurement results are less likely to be affected by the common method bias, thus statistical control was not performed. 3. Results

2.2.4. Family socioeconomic status This study collected data on the primary students' family income, as well as the educational level and occupation status of their parents. Then, the family SES was calculated according to the OECD’s Programme for International Student Assessment (2012) method, in combination with the method proposed by Cheng, Zhang, and Ding (2015). As a first step, the three variables were assigned based on the collected information regarding the parents’ level of education, occupation, and family annual income (unit: 10,000 Yuan) reported on the parents’ questionnaire. The level of education of the father or mother was converted into years of schooling. The lowest value in parents' education level, “not completed elementary school,” scored three points, and the highest value, “undergraduate and above,” scored 16 points. The parents’ occupational status was replaced with the China’s socio-economic index of occupation, which included 161 domestic

3.1. Descriptive statistics of the variables of interest Means, standard deviations, and correlations between the variables are reported in Table 1. All of the variables were correlated with one another. 3.2. Testing for moderated mediation First, we used multiple linear regression, under the conditions of control for sex, to examine the total effect of PEI on classroom peer status (R = 0.23, R2 = 0.05, F(3) = 12.29, β = 0.20, t = 4.38, p < 0. 001). Second, we expected that family SES would affect the relationship between PEI and classroom peer status via psychological Suzhi. We used the approach suggested by Muller, Judd, and Yzerbyt (2005). For the present purposes, moderated mediation was established if 4

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Table 1 Means, Standard Deviations, and Correlations between family SES, PEI, psychological Suzhi, and classroom peer status.

1 2 3 4

Family SES PEI Psychological Suzhi Classroom peer status

M

SD

1

2

3

0.03 25.17 97.04 2.81

1.02 6.07 17.05 0.45

0.28** 0.26** 0.25**

0.30** 0.20**

0.31**

*p < 0.05. ** p < 0.01. Table 2 Testing mediation mode. Regression equation (n = 462)

Moderator variable

Result variable

Family SES

Psychological Suzhi

Classroom peer status

Predictor variable

Sex PEI Family SES PEI × Family SES Sex PEI Family SES Psychological Suzhi PEI × Family SES

R

R2

F(df)

β

t

0.37

0.14

18.54(4)

0.38

0.14

15.35(5)

−0.26 0.24 0.19 0.01 −0.13 0.11 0.15 0.23 0.11

−2.93* 5.26*** 4.13*** 0.27 −1.43 2.30* 3.29** 4.85*** 2.31*

Fig. 2. The direct effects of PEI in classroom peer status, family SES as a moderator variable.

0.123 (t = -0.939, p > 0.05). For the participants with high and middle levels of family SES, PEI’s effect on classroom peer status was significantly positive, βsimple = 0.243 (t = 2.201, p < 0.05) and 0.199 (t = 3.644, p < 0.01), respectively. 4. Discussion 4.1. Direct effect of PEI on primary students’ classroom peer status.

Note: Sex was coded as 0 = boy, 1 = girl. * p < 0.05. ** p < 0.01. *** p < 0.001.

The results of this study showed that PEI had a significant, positive, direct influence on primary students’ classroom peer status. The positive correlation between these two variables means that greater involvement of parents in the child’s education results in a higher child social status in the classroom. This finding is consistent with the results of previous studies that show the correlation between family context and children’s peer relationships (Ross & Howe, 2009). Based on the Bronfenbrenner (1989) ecological system theory, PEI belongs to the microsystem, which is most closely related to and interacts directly with children through interpersonal relationships and patterns of activity. Specifically, parents with high educational involvement usually interact more with their children and communicate more frequently, so they can help children improve their social skills, promoting their interactions with peers (Khadi, Kumari, Vineeta, & Mokashi, 2015). Ross and Howe (2009) posited that parental guidance at the time when the children begin to have peer interactions may help children interact more frequently with friends, since children can learn about social interaction through the instruction of parents. Parents who do not take the time to respond to children, raise children who are rejected by their peers, and in contrast, children who are rated as popular, have parents who regularly give cohesive feedback to their children (Black & Logan, 1995). In addition to a direct influence on the development of children’s social skills, PEI also has a positive correlation with children’s academic achievement, and academic achievement has an influence on children’s classroom peer status (Dijkstra & Gest, 2014). The combination of the evidence supports the result that PEI has a direct influence on primary students’ classroom peer status.

either or both of two patterns existed (Muller et al., 2005): (a) the path from PEI to classroom peer status via psychological Suzhi was moderated by family SES, and/or (b) the path from PEI to classroom peer status was moderated by family SES. We used psychological Suzhi as a mediating variable and family SES as a moderating variable to build a mediation model. The test results for this model are shown in Table 2 When psychological Suzhi as a mediating variable and family SES as a moderator were inputted into the model, PEI showed a significant effect on primary school students’ classroom peer status (p < 0.05). The bootstrap confidence interval 95% of psychological Suzhi as a mediator did not include 0 (Table 3), and the effect of PEI × Family SES on psychological Suzhi was not significant (p＞0.05), so psychological Suzhi had a mediating role in the effect of PEI on primary school students’ classroom peer status regardless of family SES, but PEI × Family SES was significant in the direct effect of PEI on primary students’ classroom peer status (p < 0.05; Table 2). To facilitate the interpretation of this interaction effect, Fig. 2 presents the family SES value as a moderator of PEI and primary students’ classroom peer status. We used simple slope tests (Dearing & Hamilton, 2006), and the result showed that in conditions of low family SES, the PEI did not have a direct effect on primary students’ classroom peer status, βsimple = Table 3 Simple Slope Estimates.

PEI direct effects

Psychological Suzhi mediator effects

Family SES

Effect value

Boot SE

95% CI

−1

−0.004

0.061

0 1 −1 0 1

0.109 0.223 0.052 0.055 0.058

0.047 0.075 0.018 0.016 0.022

−0.124, 0.116 0.016, 0.203 0.076, 0.369 0.023, 0.095 0.029, 0.094 0.025, 0.113

4.2. Mediating role of psychological Suzhi The results of this study showed that PEI, psychological Suzhi, and the primary student’s classroom peer status have a significant positive correlations. The data analysis also supported the mediating role of psychological Suzhi on the direct pathway from PEI to students’ classroom peer status. This mediating effect means that high quality PEI will increase psychological Suzhi and continue to improve children’s classroom peer status. This finding supports the hypothesis regarding the

Note: n = 459. 5

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4.3. Moderating role of family SES

relationship between psychological Suzhi and individuals' mental health (Wang & Zhang, 2012) in which PEI, as a family environmental factor, has an important influence on the formation of stable psychological Suzhi, and finally, psychological Suzhi helps to improve mental health and social performance of children. The results regarding the mediating role of psychological Suzhi in this study are in line with the view of the ecological system theory proposed by Bronfenbrenner and Morris (2006). This theory states that the psychological development of children comes primarily from interactions with microsystems (e.g., mothers, fathers, grandparents, siblings, etc.). The influence of the family context can be explained in two ways. First, parent–child interaction is the main way to help parents understand their children, and the frequency of these interactions play an extremely important role in helping parents capture their children's psychological and behavioral changes in a timely manner, and, in turn, this would allow them to find ways to support their children to thrive, or to deal with negative emotional and behavioral problems in the children’s everyday lives (Hemphill & Littlefield, 2006; Shao, Li, Wu, & Zhang, 2016). At the same time, parental emotional support has influence on the children’s mental health, social behavior, emotional intelligence, happiness, and academic achievement (Alegre, 2012; Lim, You, & Ha, 2014; Pomerantz, Moorman, & Litwack, 2007). Second, previous researchers have suggested that psychological Suzhi, in addition to directly affecting the mental health of each individual, has a mediating role in their relationships with external environmental systems (Wang & Zhang, 2012). The relationship between psychological Suzhi and mental health is formed and developed in a flexible way. Namely, external environmental factors influence the psychological Suzhi’s characteristics such as cognitive quality and individuality quality, and, in turn, cognitive and individuality qualities constitute the endogenous foundation that contributes to the formation and development of internal psychological problems (Wang & Zhang, 2012). Then, adaptability, the third characteristic of psychological Suzhi, refers to the individuals’ response resulting from the interaction between the external factors and their internal psychological environments (Wang & Zhang, 2012). Therefore, psychological Suzhi is influenced by the external environment (family context) and it has an effect on the individuals’ mental health characteristics (anxiety, loneliness, depression) and developmental processes (interpersonal skills, emotional regulation) (Wang & Zhang, 2012). Previous studies have supported the fact that PEI is positive correlated with primary students' psychological Suzhi (Cheng et al., 2019). Children in families with higher frequency of PEI have also shown better psychological Suzhi on all of three dimensions: cognitive quality, individuality, and adaptability (Liu et al., 2019). Finally, previous research have supported that psychological Suzhi also has a positive correlation with students’ classroom peer status (Liu et al., 2016). Students with better psychological Suzhi exhibit better internal psychological qualities, external behaviors, and emotions, which makes them more popular with their peers, resulting in better peer relationships overall (Liu et al., 2016). In addition, psychological Suzhi has an influence on the students’ academic achievement (Liu et al., 2019) and those with high academic achievement will often play together, while students with poorer academic performance will often be isolated from the group (Véronneau, Vitaro, Brendgen, Dishion, & Tremblay, 2010; Austin & Draper, 1984; Spasenović, 2003). Thus, higher psychological Suzhi will support the improvement of primary students’ classroom peer status. In summary, the mediating role of psychological Suzhi in this study adds to the existent evidence supporting Bronfenbrenner's ecological system theory and the model of the relationship between psychological Suzhi and an individual's mental health (Wang & Zhang, 2012). In other words, the interactive process between the individuals and the microsystem layer’s factors shapes the children’s internal psychological characteristics, which, in turn, influences their external expressions and, finally, the primary student’s class peer status.

In order to confirm hypotheses three and four, we considered the moderating role of family SES in this model. The analysis did not show any significant influence of family SES on the pathway from PEI to the students’ classroom peer status via psychological Suzhi. This finding suggests that, regardless of family SES level, PEI still influences primary students’ classroom peer status via psychological Suzhi. This is consistent with Bronfenbrenner’s ecosystem theory, which explained that PEI belongs to the microsystem layer of the child growth ecosystem, which has direct protection (Bronfenbrenner & Morris, 2006) and is the closest factor affecting the children’s psychological Suzhi. Furthermore, family SES is conceptualized as belonging to the mesosystem layer, so its influence is relatively weak; thus, the regulatory effect of family SES on psychological Suzhi is not significant. On the other hand, we inferred that the influence of PEI on the children's psychological Suzhi was mainly achieved through the frequency of the interactions between parents and children. It is know that parental emotional support helps increase the sense of connection between children and their parents, helping them feel warmth from their parents, and increasing the children’s self-esteem and emotional intelligence (Lim et al., 2014). Parental emotional warmth also has a positive correlation with children’s psychological Suzhi (Wu, Cheng, & Rost, 2015). This finding is consistent with previous studies that found that the relationship between parents and their children is a better predicator of children’s mental health and development than SES (Oakley & Rigby, 1994; Schlee, Mullis, & Shriner, 2009). The abovementioned findings support the conclusion that, regardless of family SES context, PEI positively influences the children's psychological Suzhi, and in turn, psychological Suzhi affects classroom peer status. At the same time, our results showed that family SES was correlated with primary students' classroom peer status, and it had a moderating role on the direct pathway from PEI to primary students’ classroom peer status. The simple slope analysis showed that, in cases of high and middle family SES, PEI had a significant positive influence on primary students’ classroom peer status, but in low-income families, this PEI influence was not significant. These findings are consistent with findings from previous studies (Lareau, 1989; McNeal, 2001) supporting that PEI has greater benefits for students from higher SES families. In a low-SES family, because both parents’ education level and economic conditions are lower, parents have less of social capital, they have difficulty accessing, understanding, and using resources to support parenting (Poresky & Morris, 1993; Vellymalay, 2012; Benner et al., 2016) and these difficulties limit the positive impact of PEI on improving the classroom peer status of primary students. In contrast, in higher-SES families, parents have the opportunity to interact and access theories of parenting practice (Lareau, 2000; Bornstein, Cote, Haynes, Hahn, & Park, 2010). These parents are also quicker to adopt changing educational trends. Research by Schaub (2010) has suggested that parents with higher education level were more involved in supporting their children’s education by helping them with homework and teaching them studying skills. Ultimately, these parenting practices promoted the development of children. In addition, more highly educated parents are more likely to have knowledge of and understanding about how to participate effectively in their children’s education, and they also place high expectations on their children’s academic performance, and as a result, these children gain better social skills, demonstrate more positive behaviors, and have better academic performance (Suresh & Vellymalay, 2012; Vellymalay, 2012; Benner et al., 2016), thereby helping them to improve their classroom peer status. On the other hand, according to social class theory, Sherman and Harris (2012) suggested that parental occupational status also influences parenting practices. Compared to parents with high occupational status, working-class and poor parents were less likely to support their children in expressing their opinions, feelings and thoughts (Sherman 6

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study is conducted on Chinese subjects with distinct cultural characteristics, so future studies should follow subjects from other cultures for comparison.

and Harris, 2012). These parents often gave orders and placed demands rather than working together and negotiating with their children to solve problems (Sherman and Harris, 2012). Lareau (2003) has also supported that the parenting practices of working-class and poor parents created feelings of dissatisfaction in their children, which may limit their success later in life, including children's social performance. Family economic stress is also one of the causes of parental depression and family conflicts, which in turn influences the parents’ relationships and their parenting (Puff & Renk, 2014; Newland, Crnic, Cox, Mills-Koonce, & Family Life Project Key Investigators, 2013). According to Lam (2010), in low-income families in Hong Kong, perceptions of family economic hardship created a sense of tension and powerlessness for the parents, and parental powerlessness had a negative influence on parental behavior during the parenting process. That is, parents who are distracted by their own personal problems and marital distress are expected to demonstrate less affection toward their children, to be less involved in their children’s daily activities, and to be more irritable, harsh, and inconsistent in their disciplinary practices (Ponnet, 2014; Pinderhughes, Dodge, Bates, Pettit, & Zelli, 2000). Moreover, lower SES predicted harsher parental discipline, greater stress, and more negative parenting beliefs (Ponnet, 2014; Pinderhughes et al., 2000). In summary, due to the existence of these characteristics, under low family SES conditions, the role of PEI on primary students’ classroom peer status is not significant.

Acknowledgments This work was supported by a PhD early development program of Guizhou Normal University (2017) award from the Guizhou Normal University of China (GZNU), the Special Project for Academic Novice Cultivation and Innovative Exploration under Grant “Qian Ke Quan Ping Tai Ren Cai” [2017]5726-16; and Fundamental Research Funds for the Central Universities of China (FRFCU) under Grant SWU1909106. There are no conflicts of interest to declare. Ethical approval This article does not contain any studies with animals performed by any of the authors. Informed consent Informed consent was obtained from all individual participants included in the study. The findings, interpretations and conclusions expressed in the paper are solely of the authors and do not necessarily represent the views of GZNU and FRFCU.

4.4. Strengths and limitations of the study References In conclusion, our findings indicate that, regardless of family SES level, PEI influences primary students’ classroom peer status via psychological Suzhi. Children in families with higher PEI exhibit better psychological Suzhi, which has a significant positive correlation with the primary students’ classroom peer status. However, in families with low SES levels, the direct correlation between PEI and students’ classroom peer status is not significant. Based on these results, we suggest that, regardless of the family SES level, parents should try to improve the frequency of PEI, thereby helping to improve psychological Suzhi and other internal psychological characteristics in children. On the other hand, to influence the children’s external outcomes (e.g., peer status), in addition to increasing the frequency of PEI, it is also necessary to train the parents to improve the quality of their family education. This is especially meaningful in the families with low SES. In addition, school educators should make efforts to call for parental involvement in the education of children by organizing parent meetings and workshops on the role of family education, and by maintaining a positive connection with the students’ family to enhance parental concern for their children’s education. Of course, our research presents limitations. First, our study was designed as a cross-sectional study, thus, although the relationship between the study variables can be explained, we still cannot draw a causal relationship. Future studies may consider conducting a longitudinal study model to elucidate causal relationships between the studied variables. Second, the PEI in this study was reported by parents themselves, so it is likely that the common method bias has an effect on the results we obtained. Future researchers may use a wider variety of data collection methods (e.g., experiment, other reports) to reduce the effect of the common method bias and increase the validity of research results. Third, although this study showed in low-SES families PEI has lacked of protection over the primary students' classroom peer status, explaining this regulatory effect is only a hypothesis., explaining this regulatory effect is only a hypothesis. What factors are the cause of this difference in the effect of PEI in families under different SES conditions requires further research. The legal effect explained in this study still needs to be tested further. Four, in order to more fully comprehend the relationship of family SES and primary students' classroom peer status, future research may explore the mediating role of students' social skills to compare its mediating effect with psychological Suzhi. Finally, our

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