Parenting Journal · Volume 1 · Issue 1 · Licensed source edition
Coparenting and Parental Involvement During School Transition Among Chinese Mothers and Fathers: Children’s School Liking as a Moderator
Originally published 2021-11-29 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2021.769416 ↗
Editorial reading guide · Collaboration
How can caregivers coordinate their support when a child starts primary school?
The transition to school creates new opportunities for caregivers to coordinate home and school involvement. The study considers both parents and the child’s own school liking.
Who was studied?
324 children and parents from ten Hong Kong kindergartens.
Age / stage: Kindergarten to first year of primary school; approximately 5–6 years
Read with three questions
- How were cooperation, triangulation, and home-versus-school involvement measured?
- How did the child’s school liking moderate associations?
- Why should differences between mothers and fathers not be reduced to a universal rule?
Keep the limits in view
Parent-reported, observational associations varied by child school liking and parent. The study does not show that triangulation is beneficial or that any single cooperation strategy causes greater involvement.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Sisi Tao; Eva Yi Hung Lau (2021). Coparenting and Parental Involvement During School Transition Among Chinese Mothers and Fathers: Children’s School Liking as a Moderator Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.769416
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.