Trajectories of parental educational involvement before and after China' s “double reduction” policy and their differential effects on primary school students' learning engagement and academic achievement

Key Points

• This research examines how parental educational involvement changes and its effects on student engagement and achievement following the double reduction policy in China.
• Studied 323 primary school students over three time points before and after the policy implementation
• Measured parental involvement dimensions at T1, T2, and T3
• Assessed learning engagement at T1 and T3 and collected academic achievement data at T3
• Utilized latent variable growth models to analyze trajectories of parental involvement.
• Parental emotional and behavioral involvement showed a linear decreasing trend over time
• Initial levels of emotional and behavioral involvement positively influenced learning engagement
• Only the change in emotional involvement significantly predicted academic achievement
• Behavioral involvement's initial level and change positively affects academic achievement