Gender Heterogeneous Effects of Parental Emotional Involvement on Junior High School Students Core Literacy - CEPS-based Mechanism Analysis

DOI: https://doi.org/10.62517/jhet.202515630

Author(s)

Mingyang Li

Affiliation(s)

College of Physics and Information Engineering, Minnan Normal University, Zhangzhou, China

Abstract

Based on gender socialization theory and using data from the China Education Follow-up Survey (CEPS), this study employs gender-stratified regression, interaction models, and Bootstrap mediation analysis to examine the gender-heterogeneous effects of parental emotional involvement on junior high school students' core literacy. Key findings include: (1) Parental emotional involvement significantly enhances core literacy among girls (coefficient = 0.725, p < 0.05), but shows no significant effect for boys (coefficient = -0.028, p > 0.1); (2) Interaction and marginal effect analyzes reveal a "girl-favoring" pattern, with a marginal effect of 0.556 for girls versus 0.115 for boys; (3) Mediation analysis indicates that while emotional involvement reduces loneliness in both genders, lower loneliness negatively predicts core literacy only among boys. These results underscore the moderating role of gender socialization in the effectiveness of parental emotional support. This study provides empirical evidence for gender-differentiated effects in family education and offers policy insights for promoting gender-equitable parenting practices.

Keywords

Core Literacy; Parental Affective Involvement; Gender Heterogeneity; Loneliness

References

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