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This study examined the relationships among home-based parental involvement, study habits, and academic achievement using structural equation modeling. The sample consisted of 566 eighth-grade students in Taiwan, and their mean age was 14.35. The data for home-based parental involvement and study habits was collected in the "first survey wave" in September 2016, and the data for academic performance was collected in the "second survey wave" in May 2017. The results showed that two major psychological constructs of home-based parental involvement, involvement and monitoring behaviors, were significantly correlated with academic achievement. While appropriate involvement behaviors were positively related to achievement, inappropriate monitoring behaviors were negatively related to achievement. Moreover, the "bootstrapping results demonstrated that" study habits fully mediated the relationship between home-based parental involvement and achievement. These findings support the generalization of one part of Hoover-Dempsey and Sandler's model of parental involvement to an Asian culture.

This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls, suppression was negatively associated, and cognitive reappraisal was positively associated with self-concept. Self-concept negatively predicted adolescents' internalizing problems. The findings support the hypothesis that self-concept mediates the relationship between emotion regulation and internalizing problems. These findings support generalization of one part of Cicchetti's and Toth's model of the development of internalizing problems to an Asian culture. (Contains 5 tables and 1 figure.)

This study examined the relationships among home-based parental involvement, study habits, and academic achievement using structural equation modeling. The sample consisted of 566 eighth-grade students in Taiwan, and their mean age was 14.35. The data for home-based parental involvement and study habits was collected in the first survey wave in September 2016, and the data for academic performance was collected in the second survey wave in May 2017. The results showed that two major psychological constructs of home-based parental involvement, involvement and monitoring behaviors, were significantly correlated with academic achievement. While appropriate involvement behaviors were positively related to achievement, inappropriate monitoring behaviors were negatively related to achievement. Moreover, the bootstrapping results demonstrated that study habits fully mediated the relationship between home-based parental involvement and achievement. These findings support the generalization of one part of Hoover-Dempsey and Sandler's model of parental involvement to an Asian culture. [ABSTRACT FROM AUTHOR]