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<p>The quest to enhance learning engagement is widely recognized, with the parent–child relationship increasingly scrutinized for its potential impact. Despite mixed evidence—some studies highlighting a significant positive correlation between the parent–child relationship and learning engagement, and others observing no meaningful link—uncertainties persist regarding the nature and magnitude of this association. Addressing these inconsistencies, our meta-analysis quantitatively consolidates findings from diverse research, employing a systematic review of both Chinese and English literature to assemble data from 46 studies, involving 109,270 participants. Results, via a random effects model prompted by heterogeneity tests, delineate a moderate positive correlation (<i>r</i> = 0.248, 95% CI [0.200, 0.295]) between parent–child relationship and learning engagement. Significantly, parent–child relationship measurement instruments, type of parent–child relationship, and cultural context were found to influence this relationship significantly. Conversely, gender, developmental stages, learning engagement measurement instruments, and publication characteristics did not manifest as significant moderators. This synthesis not only clarifies the role of parent–child dynamics in learning engagement but also signals directions for future research to explore further moderating factors and enhance learning engagement through an understanding of psychological and developmental nuances.</p>

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The association between parent-child relationship and learning engagement: a meta-analytic review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月19日

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  • Mengjun Zhu,
  • Xing’an Yao,
  • Mansor Bin Abu Talib

摘要

The quest to enhance learning engagement is widely recognized, with the parent–child relationship increasingly scrutinized for its potential impact. Despite mixed evidence—some studies highlighting a significant positive correlation between the parent–child relationship and learning engagement, and others observing no meaningful link—uncertainties persist regarding the nature and magnitude of this association. Addressing these inconsistencies, our meta-analysis quantitatively consolidates findings from diverse research, employing a systematic review of both Chinese and English literature to assemble data from 46 studies, involving 109,270 participants. Results, via a random effects model prompted by heterogeneity tests, delineate a moderate positive correlation (r = 0.248, 95% CI [0.200, 0.295]) between parent–child relationship and learning engagement. Significantly, parent–child relationship measurement instruments, type of parent–child relationship, and cultural context were found to influence this relationship significantly. Conversely, gender, developmental stages, learning engagement measurement instruments, and publication characteristics did not manifest as significant moderators. This synthesis not only clarifies the role of parent–child dynamics in learning engagement but also signals directions for future research to explore further moderating factors and enhance learning engagement through an understanding of psychological and developmental nuances.