Effects of Parent Involvement in Homework on Students’ Negative Emotions in Chinese Students: Moderating Role of Parent–Child Communication and Mediating Role of Family Responsibility

Chinese parents' involvement in children's homework has become a hot topic, which not only affects students' learning but also leads to mental health problems. This study aimed to examine how parent involvement in homework affects students' negative emotions, focusing on the mediating role of family responsibility and the moderating role of parent-child communication in it. The study uses data from the CFPS 2020 database by Peking University, with a sample size of 6906, resulting in 494 valid observations after data cleaning. Data were analyzed using SPSS 26.0 and SPSS Macro PROCESS, which examined the correlation coefficients, mediation effects, and moderated mediation among the variables. The results found that parent involvement in homework had a significant effect on students' negative emotions. Family responsibility played a partial mediating role between parent involvement in homework and students' negative emotions. Parent-child communication played a significant moderating role in the relationship between parent involvement in homework and family responsibility on students' negative emotions. The results are consistent with the Family Systems Theory, and help to reduce the negative emotions of students and promote the physical and mental health of children.