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The Relationship between parental emotional support and geospatial thinking ability: a moderated mediating model
LingXuan Wang1, Li Liu1, Xue Meng1,2
1School of Education, Shaanxi Normal University, Xi'an, Shaanxi, China.
Introduction:
This study aims to clarify how parental emotional support affects high school students' spatial thinking ability.
Methods:
A quantitative survey was conducted to assess high school students' perceived parental emotional support, geographic self-efficacy, and geospatial thinking ability. Data were analyzed to examine the mediating role of geographic self-efficacy and the moderating effects of family structure and gender.
Results:
The results show that parental emotional support positively impacts geospatial thinking ability. Geographic self-efficacy mediates the relationship between parental emotional support and geospatial thinking ability. Single-parent families weaken the positive influence of parental emotional support on geospatial thinking ability. Female students have a positive moderating effect on the relationship between geographic self-efficacy and geospatial thinking ability.
Discussion:
This study expands existing research on the familial mechanisms influencing geospatial thinking ability and offers insights for geospatial thinking training. The findings underscore the importance of parents-particularly single parents-providing increased emotional support to students, while also emphasizing the need to encourage female students.
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