Grandparenting Role on Math Online Learning in Chinese Multigenerational Households

Abstract

Under the COVID-19 pandemic, online learning has become m sore frequently used and has carried over cultural characteristics. In China, grandparents exert a great impact on parent–child relationships and on children’s online learning process. This study proposed six models and examined the roles of various Chinese family members (father, mother, grandparents) and their online accompaniment time in promoting preschoolers’ math learning. A total of 3552 participants were recruited to finish online questionnaires about demographics, household adult–child interactions, online company time investment, and math language performance. We found that the relationships between father time investment online and children’s math language performance were mediated by the amount of time that maternal grandparents spent with children on online learning. To contextualize these findings, we discussed the unique Chinese cultural aspects of the grandparent–parent–children relationship during the development of online math language performance in Chinese families.