Page 35 - JCBP-1-2

Journal of Clinical and
Basic Psychosomatics Satisfaction of home-school cooperation

Table 1. Means, standard deviations, and Spearman’s correlation coefficient for each variable
Variables M SD 1 2 3 4 5 6
Parents’ satisfaction 59.04 9.43 —
Mental resilience 52.68 11.35 0.25*** —
Education anxiety 43.77 13.96 −0.24*** −0.33*** —
Rejection 9.36 3.47 −0.30*** −0.18** 0.23*** —
Emotional warmth 19.53 4.77 0.22*** 0.42*** −0.22*** −0.36*** —
Overprotection 16.48 3.80 −0.26*** −0.16** 0.26*** 0.71*** −0.19** —
Note: *p<0.05, **p<0.01, ***p<0.001

Table 2. Regression analysis in the models for each variable

Predicting Model 1 (Education anxiety) Model 2 (Emotional warmth) Model 3 (mental resilience)
variables β t β t β t
Parents’ satisfaction −0.237 −4.461*** 0.176 3.249** 0.123 2.469*
Education anxiety −0.179 −3.304** −0.228 −4.595***
Emotional warmth 0.344 6.953***
R 2 0.056 0.078 0.252
F 19.904*** 14.080*** 37.228***
Note: *p<0.05, **p<0.01, ***p<0.001

Table 3. Standardized indirect effects and 95% confidence
intervals
Path Estimated 95%CI Effect size
X→M1→Y 0.07 [0.03,0.12] 43.75%
X→M2→Y 0.07 [0.03,0.13] 43.75%
X→M1→M2→Y 0.02 [0.00,0.04] 12.50%
Total indirect effects 0.16 [0.10,0.22] 100%
Estimated was the standardized indirect effect of each mediate
pathway; effect size was calculated by using the ratio of the total effect
of the mediating effect. Empirical 95% CI did not overlap with zero; all Figure 1. Multiple mediating models between parents’ satisfaction and
pathways were significant. mental resilience.
Abbreviations: X: Parents’ satisfaction; M1: Education anxiety;
M2: Emotional warmth; Y: Mental resilience. can directly foster children’s mental resilience and indirectly
achieve it by alleviating education anxiety, which paves the
indirect mediation effect size, are 43.75%, 43.75%, and way for an emotionally warm parenting style.
12.50%, respectively.
Parents’ satisfaction of the school has direct effects
4. Discussion on the children’s mental resilience. Consistent with past
research, in the process of home-school cooperation,
This study aims to examine the association between parents’ positive relationships between teachers and students,
satisfaction of home-school cooperation and children’s and frequency of communications between parents and
mental resilience, and whether parents’ education anxiety teachers could improve parents’ satisfaction, which might
and parenting style serve as the chain mediators in this be due to the less uncertainty coming with such practices .
[41]
association. All four of our aforementioned hypotheses Therefore, this can be used as one of the ways to promote
were supported by the results. We found that, first, parents’ the development of mental resilience in adolescents.
satisfaction of home-school cooperation directly impacts Higher parents’ satisfaction could render them more
children’s mental resilience. Second, education anxiety and supportive and warmer toward their children, making the
emotionally warm parenting style can serve as both chain family atmosphere more democratic and harmonious, and
and independent mediators in the relationship between the nurturing their children’s mental resilience. Specifically,
two variables. In other words, higher parents’ satisfaction when children have autonomous regulation of their

Volume 1 Issue 2 (2023) 5 https://doi.org/10.36922/jcbp.1109