College of Education

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Author: search.filters.author.Zhu, Qianyu

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    The roles of parenting, resilience, and interpersonal relationships on adolescents' mental health and stress-related growth during COVID-19
    (Wiley, 2023-08-15) Cheong, Yeram; Zhu, Qianyu; Wang, Cixin; Patel, Ami; Ye, Yijun
    Background The present longitudinal study investigated parenting style as a precursor for Chinese adolescents' stress-related growth and mental health difficulties during the COVID-19 pandemic, as well as the mediating roles of intrapersonal resilience and interpersonal relationships (i.e., peer and parent−adolescent). Methods Chinese adolescents in a middle school (7th grade) and their parents in Beijing, China, were invited to complete a survey at two time points (T1: September 2020, T2: June 2021). A total of 206 adolescents (52.9% boys; Mage = 12.90 years, SDage = 0.33) and parents (17.5% fathers, 82.4% mothers; Mage = 43.50 years, SDage = 4.76 years) were included in this study. Results Results showed that Chinese parents' authoritarian, not authoritative parenting, predicted adolescents' mental health difficulties nine months later. In addition, parent−adolescent relationships, but not peer relationships nor resilience, mediated the relations between parenting style and stress-related growth. Adolescents' resilience predicted fewer mental health difficulties. Conclusion It is important to target multiple ecologies (e.g., family) of adolescents for promoting positive adjustment.
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    Chinese Parenting Styles and Parental Involvement on Adolescents’ School Success
    (2020) Zhu, Qianyu; Wang, Cixin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Academic burnout and engagement are important indicators of students’ school success. Studies have revealed that parenting styles and parental involvement have significant influences on students’ academic burnout and engagement. However, few studies have explored the mechanism of how parenting styles and parental involvement impact students’ academic burnout and engagement, especially among Chinese high school students. This study examined whether parenting styles and parental involvement (based on parental report) influenced high school students’ academic burnout and engagement via perceived parental support (based on adolescent report). A total of 285 Chinese high school students and their fathers and mothers participated in the current study. Results indicated that paternal authoritative parenting negatively related to academic burnout, and maternal authoritarian parenting positively related to academic burnout. Additionally, in both paternal and maternal models, perceived parental support mediated the relations between authoritative parenting and knowledge and skills involvement and students’ academic engagement. Moreover, the study also indicated that fathers and mothers may influence boys’ and girls’ academic burnout and engagement differently. Parents and schools can use the findings to increase high students’ academic engagement and decrease students’ academic burnout.