Grandparental Cultural Cipital And Grandparental Involvement Impact On Grandchildren's School Adjustment

School adjustment refers to a state in which students perform well in school in terms of study,behavior and emotions.Family environment,as the primary factor affecting students' school adjustment,its family culture and interaction with family members will have a great impact on children.With the popularity of grandparents' involvement in raising their grandchildren,the influence of grandparents' cultural capital and grandparents' involvement on grandchildren's school adjustment should not be neglected.The purpose of this study is to fully explore the localization influence mechanism of the cultural capital of all grandparents and their involvement in the family on the school adjustment of their grandchildren.In this study,11 schools in 3 cities of Taiyuan,Jincheng and Yuncheng were selected from Shanxi Province.Classes were selected from grades3-9 by cluster sampling method,and students were organized to complete the Questionnaire of Cultural Capital of Ancestors,the Questionnaire of Family Members' involvement,and the Questionnaire of Students' School adjustment.The results of 907 valid questionnaires as follows:1.The school adjustment of grandchildren is significantly different in terms of gender,the only child or not,lodging or not,family type and school stage.The school adjustment of girls,only childrens,out-of-school students,students from low-risk families and primary school students are respectively superior to that of boys,non-only children,boarding students,high-risk family students and junior high school students.2.The cultural capital of the male grandparents is significantly more than that of the female grandparents,which is mainly reflected in the education level,the time of reading books and newspapers,and the activities of calligraphy and painting;the cultural capital provided by female grandparents to female grandchildren was significantly higher than that provided to male grandfathers;the cultural capital provided bythe four grandparents to their grandchildren who is only-children is more than that of the non-only children,and the cultural capital provided to the primary school students is more than that of the junior high school students.3.The involvement of paternal grandparents is significantly more than that of maternal grandparents;there are significant differences in the involvement of maternal grandparents whether the grandchildren are only children,while there is no significant difference in the paternal grandparents;there are significant differences in the involvement of the four grandfathers in the school stage of their grandchildren,all of which show that the involvement of the primary school students is more than that of the junior high school students' grandchildren.4.The involvement of mothers is significantly more than that of fathers,but mother's involvement and father's involvement are consistent in the aspects of only child,school stage,family structure and gender.They all show more involvement in only child,more involvement in low-risk family,more involvement in children in primary school,and no significant difference in children's gender and accommodation.5.The cultural capital of the four grandparents had different effects on the school adjustment of the grandchildren.The cultural capital of the paternal grandfather had a positive predictive effect on the relationship between teacher-students of the grandchildren,and the cultural capital of the Paternal grandmother had a negative predictive effect on the depression scores of the grandchildren,and the cultural capital of maternal grandmother has a positive predictive effect on the relationship between teacher-students and on the peer relationship,but maternal grandfather's cultural capital has no direct effect on the school adjustment of grandchildren.6.The involvement of male grandparents has a great positive impact on the school adjustment of grandchildren,paternal grandfather's involvement has a significant positive predictive effect on grandchildren'slearning attitude,school preference,and teacher-students relationship,and maternal grandfather's involvement can positively and significantly predict grandchildren's learning attitude and pro-social behavior,and negatively and significantly predict grandchildren's school avoidance.While Maternal grandmather's involvement only has a positive and significant predictive effect on the relationship between teacher-students of grandchildren,paternal grandmather's involvement has a negative and significant predictive effect on grandchildren's learning attitude,school preference behavior and pro-social behavior.7.There is no significant interaction between the cultural capital of female grandparents and their involvement in the school adjustment of their grandchildren.The interaction between the cultural capital of male grandparents and their involvement in the some indicators of school adaptation of their grandchildren is significant.Specifically,the interaction between Paternal grandfather's cultural capital and their involvement in the study grades of grandchildren is significant.Maternal grandfather's cultural capital and their involvement in the learning attitude of grandchildren are significant,and the same as prosocial behavior and loneliness.8.Parents' involvement has no moderating role in the influence of grandparents' cultural capital on the school adjustment of grandchildren.Father involvement has a moderating role in the influence of grandparents' involvement on school adjustment for grandchildren,while mother involvement has no moderating role in the influence of grandparents' involvement on the school adjustment of grandchildren.