Darling, N. & Steinberg, L. Parenting style as context: an integrative model. Psychol. Bull. 113, 487–496. https://doi.org/10.1037/0033-2909.113.3.487 (1993).
Google Scholar
Lee, S., Daniels, M. & Kissinger, D. Parental influences on adolescent adjustment: parenting styles versus parenting practices. Fam J. 14, 253–259. https://doi.org/10.1177/1066480706287654 (2006).
Google Scholar
Baumrind, D. Effects of authoritative parental control on child behavior. Child. Dev. 37, 887–907. https://doi.org/10.2307/1126611 (1966).
Google Scholar
Baumrind, D. in Parenting styles and adolescent development (ed R. Lerner In J. Brooks-Gunn, & A. C. Petersen) 746–758 (1991).
National Academies of Sciences, E. et al. in et al. in Parenting Matters: Supporting Parents of Children Ages 0–8. (eds Breiner, H. & Ford, M.) (& V. L. Gadsden) (National Academies Press (US), 2016).
Francis, A., Pai, M. S. & Badagabettu, S. Psychological well-being and perceived parenting style among adolescents. Comprehen Child. Adolesc. Nurs. 44, 134–143. https://doi.org/10.1080/24694193.2020.1743796 (2021).
Google Scholar
Aslam, M. A. & Sultan, S. Parenting styles: a key factor to self determination and personal growth of adults. J. Educ. Psychol. 8, 20–24 (2014).
Deater-Deckard, K., Dodge, K. A., Bates, J. E. & Pettit, G. S. Multiple risk factors in the development of externalizing behavior problems: group and individual differences. Dev. Psychopathol. 10, 469–493. https://doi.org/10.1017/s0954579498001709 (1998).
Google Scholar
Wang, L. et al. Parenting style and the cognitive development of preschool-aged children: evidence from rural China. J. Exp. Child. Psychol. 223, 105490. https://doi.org/10.1016/j.jecp.2022.105490 (2022).
Google Scholar
Arain, M. et al. Maturation of the adolescent brain. Neuropsychiat Disease Treat. 9, 449–461. https://doi.org/10.2147/NDT.S39776 (2013).
Google Scholar
Fuhrmann, D., Knoll, L. J. & Blakemore, S. J. Adolescence as a sensitive period of brain development. Trends Cognit Sci. 19, 558–566. https://doi.org/10.1016/j.tics.2015.07.008 (2015).
Google Scholar
Marcelino, L., de Sousa, Ó. & Lopes, A. Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Front. Psychol. 8, 1103. https://doi.org/10.3389/fpsyg.2017.01103 (2017).
Google Scholar
Ritchie, S. J. & Bates, T. C. Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychol. Sci. 24, 1301–1308. https://doi.org/10.1177/0956797612466268 (2013).
Google Scholar
Cederlöf, M. et al. Language and mathematical problems as precursors of psychotic-like experiences and juvenile mania symptoms. Psychol. Med. 44, 1293–1302. https://doi.org/10.1017/S0033291713002018 (2014).
Google Scholar
Kramer, L. Relationship between parenting styles and mathematics achievement. Master of Education Program Theses. 108. https://digitalcollections.dordt.edu/med_theses/108 (2017).
Cheung, S. K., Dulay, K. M., Yang, X., Mohseni, F. & McBride, C. Home literacy and numeracy environments in Asia. Front. Psychol. https://doi.org/10.3389/fpsyg.2021.578764 (2021).
Google Scholar
Su, Y., Lau, C. & Rao, N. Early education policy in China: reducing regional and socioeconomic disparities in preschool attendance. Early Child. Res. Quart. 53, 11–22. https://doi.org/10.1016/j.ecresq.2020.02.001 (2020).
Google Scholar
Yamamoto, Y. Social class and Japanese mothers’ support of young children’s education: a qualitative study. J. Early Child. Res. 13, 165–180. https://doi.org/10.1177/1476718×13482303 (2013).
Google Scholar
Pearson, E. & Rao, N. Socialization goals, parenting practices, and peer competence in Chinese and English preschoolers. Early Child. Dev. Care. 173, 131–146. https://doi.org/10.1080/0300443022000022486 (2003).
Google Scholar
Abundis-Guitiérrez, A. Parenting styles, academic achievement and the influence of culture. Psychol. Psychother. Res. Study. 1 https://doi.org/10.31031/PPRS.2018.01.000518 (2018).
Grolnick, W. S. & Slowiaczek, M. L. Parents’ involvement in children’s schooling: a multidimensional conceptualization and motivational model. Child. Dev. 65, 237–252. https://doi.org/10.1111/j.1467-8624.1994.tb00747.x (1994).
Google Scholar
Hill, N. E. & Tyson, D. F. Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Dev. Psychol. 45, 740–763. https://doi.org/10.1037/a0015362 (2009).
Google Scholar
Huang, F., Huang, Z., Li, Z. & Zhang, M. Relationship between parental involvement and mathematics achievement of Chinese early adolescents: multiple mediating roles of mental health and mathematics self-efficacy. Int. J. Environ. Res. Public. Health. 18, 9565. https://doi.org/10.3390/ijerph18189565 (2021).
Google Scholar
Kung, H. Y. & Lee, C. Y. Multidimensionality of parental involvement and children’s mathematics achievement in Taiwan: mediating effect of math self-efficacy. Learn. Individ Differ. 47, 266–273. https://doi.org/10.1016/j.lindif.2016.02.004 (2016).
Google Scholar
O’Sullivan, R., Chen, C. Y. C. & Fish, M. Parental mathematics homework involvement of low-income families with middle school students. School Commun. J. 24, 165–187 (2014).
Alghazo, Y. & Alghazo, R. The effect of parental involvement and socioeconomic status and elementary students’ mathematics achievement. J. Soc. Sci. Hum. 1, 521–527 (2015).
Abdurrahman, M. S. & Madugu, A. Parental involvement and interest on senior secondary school students’ mathematics in Kebbi State. Nigeria. 3, 14–30 (2014).
Chang, M., Choi, N. & Kim, S. School involvement of parents of linguistic and racial minorities and their children’s mathematics performance. Educ. Res. Eval. https://doi.org/10.1080/13803611.2015.1034283 (2015).
Google Scholar
Daucourt, M., Napoli, A., Quinn, J., Wood, S. & Hart, S. The home math environment and math achievement: a meta-analysis. Psychol. Bull. 147, 565–596. https://doi.org/10.1037/bul0000330 (2021).
Google Scholar
Berkowitz, T. et al. Math at home adds up to achievement in school. Science. 350, 196–198. https://doi.org/10.1126/science.aac7427 (2015).
Google Scholar
Jeynes, W. A Meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Educ. 40, 237–269. https://doi.org/10.1177/0042085905274540 (2005).
Google Scholar
Jeynes, W. The relationship between parental involvement and urban secondary school student academic achievement: a meta-analysis. Urban Educ. 42, 82–110. https://doi.org/10.1177/0042085906293818 (2007).
Google Scholar
Gadeyne, E., Ghesquière, P. & Onghena, P. Longitudinal relations between parenting and child adjustment in young children. J. Clin. Child. Adolesc. Psychol. 33, 347–358. https://doi.org/10.1207/s15374424jccp3302_16 (2004).
Google Scholar
Wang, J., Chen, C. & Gong, X. The impact of family socioeconomic status and parenting styles on children’s academic trajectories: A longitudinal study comparing migrant and urban children in China. New. Dir. Child. Adolesc. Dev. 2021 (81–102). https://doi.org/10.1002/cad.20394 (2021).
Wu, F. & Qi, S. Longitudinal effects of parenting on children’s academic achievement in African American families. J. Negro Educ. 75, 415–429 (2006).
Khanolainen, D. et al. Longitudinal effects of the home learning environment and parental difficulties on reading and math development across grades 1–9. Front. Psychol. 11, 577981. https://doi.org/10.3389/fpsyg.2020.577981 (2020).
Google Scholar
Ogg, J. & Anthony, C. J. Process and context: longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. J. Sch. Psychol. 78, 96–114. https://doi.org/10.1016/j.jsp.2019.11.004 (2020).
Google Scholar
Englund, M., Luckner, A., Whaley, G. & Egeland, B. Children’s achievement in early elementary school: longitudinal effects of parental involvement, expectations, and quality of assistance. J. Educ. Psychol. 96, 723–730. https://doi.org/10.1037/0022-0663.96.4.723 (2004).
Google Scholar
Heaven, P. & Ciarrochi, J. Parental styles, conscientiousness, and academic performance in high school: a three-wave longitudinal study. Personal Soc. Psychol. Bull. 34, 451–461. https://doi.org/10.1177/0146167207311909 (2008).
Google Scholar
Xie, Y. & Hu, J. An introduction to the China family panel studies (CFPS). Chin. Sociol. Rev. 47, 3–29. https://doi.org/10.2753/CSA2162-0555470101 (2014).
Google Scholar
Bhide, S., Sciberras, E., Anderson, V., Hazell, P. & Nicholson, J. M. Association between parenting style and socio-emotional and academic functioning in children with and without ADHD: a community-based study. J. Attent Disorders. 23, 463–474. https://doi.org/10.1177/1087054716661420 (2019).
Google Scholar
Masud, S. et al. Academic performance in adolescent students: the role of parenting styles and socio-demographic factors – a cross sectional study from Peshawar, Pakistan. Front. Psychol. 10, 2497. https://doi.org/10.3389/fpsyg.2019.02497 (2019).
Google Scholar
Hernaiz-Cotrina, J. A. Childrearing without violence – A practical guide for families and communities. (2008). https://resourcecentre.savethechildren.net/pdf/1644.pdf/
Huang, G., Xie, Y. & Xu, H. Cognitive ability: social correlates and consequences in contemporary China. Chin. Sociol. Rev. 47, 287–313. https://doi.org/10.1080/21620555.2015.1032161 (2015).
Google Scholar
Wang, T. et al. Association between dietary patterns and cognitive ability in Chinese children aged 10–15 years: evidence from the 2010 China Family Panel studies. BMC Public. Health. 21, 2212. https://doi.org/10.1186/s12889-021-12209-2 (2021).
Google Scholar
Zhang, X., Chen, X. & Zhang, X. The impact of exposure to air pollution on cognitive performance. Proc. Natl. Acad. Sci. USA. 115, 9193–9197. https://doi.org/10.1073/pnas.1809474115 (2018).
Google Scholar
Zhang, J. & Fang, W. Z. Development of the Chinese age norms of CES-D in urban area. Chin. Mental Health J. 24, 139–143 (2010).
Keller, C. Effect of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. J. Soc. Psychol. 141, 165–173. https://doi.org/10.1080/00224540109600544 (2001).
Google Scholar
Raghubar, K. P. & Barnes, M. A. Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. Clin. Neuropsychol. 31, 329–351. https://doi.org/10.1080/13854046.2016.1259387 (2017).
Google Scholar
Haneuse, S., VanderWeele, T. J. & Arterburn, D. Using the E-value to assess the potential effect of unmeasured confounding in observational studies. JAMA. 321, 602–603. https://doi.org/10.1001/jama.2018.21554 (2019).
Google Scholar
Bedyńska, S., Krejtz, I. & Sedek, G. Chronic stereotype threat is associated with mathematical achievement on representative sample of secondary schoolgirls: the role of gender identification, working memory, and intellectual helplessness. Front. Psychol. 9, 428. https://doi.org/10.3389/fpsyg.2018.00428 (2018).
Google Scholar
DiDonato, M. et al. Gender consistency and flexibility: using dynamics to understand the relation between gender and adjustment. Nonlinear Dyn. Psychol. Life Sci. 16, 159–184 (2012).
Maccoby, E. E. J. C. The Psychology of sex Differences (Stanford University Press, 1974).
Lindberg, S. M., Hyde, J. S., Petersen, J. L. & Linn, M. C. New trends in gender and mathematics performance: a meta-analysis. Psychol. Bull. 136, 1123–1135. https://doi.org/10.1037/a0021276 (2010).
Google Scholar
Zhu, Y., Kaiser, G. & Cai, J. Gender equity in mathematical achievement: the case of China. Educ. Stud. Math. 99, 245–260. https://doi.org/10.1007/s10649-018-9846-z (2018).
Google Scholar
Wei, W. et al. Gender differences in children’s arithmetic performance are accounted for by gender differences in language abilities. Psychol. Sci. 23, 320–330. https://doi.org/10.1177/0956797611427168 (2012).
Google Scholar
Gallagher, A. M. & Kaufman, J. C. Gender Differences in Mathematics: An Integrative Psychological Approach (Cambridge University Press, 2004).
Bandura, A. Social foundations of thought & action: a social cognitive theory. Acad. Manag Rev. 12, 169 (1987).
Google Scholar
Sha, L., Schunn, C. & Bathgate, M. Measuring choice to participate in optional science learning experiences during early adolescence. J. Res. Sci. Teach. 52, 686–709. https://doi.org/10.1002/tea.21210 (2015).
Google Scholar
Skwarchuk, S. L., Sowinski, C. & LeFevre, J. A. Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. J. Exp. Child. Psychol. 121, 63–84. https://doi.org/10.1016/j.jecp.2013.11.006 (2014).
Google Scholar
Girard, C. et al. The relation between home numeracy practices and a variety of math skills in elementary school children. PloS One. 16, e0255400. https://doi.org/10.1371/journal.pone.0255400 (2021).
Google Scholar
Mischel, W. & Shoda, Y. A cognitive-affective system theory of personality: reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychol. Rev. 102, 246–268 (1995).
Google Scholar
Zhang, W., Wei, X., Ji, L., Chen, L. & Deater-Deckard, K. Reconsidering parenting in Chinese culture: subtypes, stability, and change of maternal parenting style during early adolescence. J. Youth Adolesc. 46, 1117–1136. https://doi.org/10.1007/s10964-017-0664-x (2017).
Google Scholar
Grolnick, W. S. & Ryan, R. M. Parent styles associated with children’s self-regulation and competence in school. J. Educ. Psychol. 81, 143 (1989).
Google Scholar
Davis-Kean, P. E. The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. J. Fam Psychol. 19, 294 (2005).
Google Scholar
Sirin, S. R. Socioeconomic status and academic achievement: a meta-analytic review of research. Rev. Educ. Res. 75, 417–453 (2005).
Google Scholar
