A Comparative Analysis of Parental Involvement in Home-Based Moral Education: Effects on Early Childhood Social and Emotional Competence

A Comparative Analysis of Parental Involvement in Home-Based Moral Education: Effects on Early Childhood Social and Emotional Competence | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A Comparative Analysis of Parental Involvement in Home-Based Moral Education: Effects on Early Childhood Social and Emotional Competence Tian Yanyang, Huang Ying, Sahadat Hossain This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7226732/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Moral education is gaining significant importance nowadays and parents play an important role in this context. However, lack of awareness about effective moral education strategy and resistance caused by different reasons is observed as a barrier for parental-involvement in moral education. Effective research questions and objectives drawn to conduct research on this issue. Different hypotheses have also been developed to elaborately discuss the relationships between these variables. The investigation further defines the factors taken for this study that relates to the variables to deliver the importance of the investigation. The research work is done through a mixed-method research design. It is accomplished by analysing 6 relevant articles as well as a survey conducted with 424 parents of children having age below 6 years. Tools like IBM SPSS are used to analyse the survey data. The result obtained from the survey method shows that relationships between the independent and dependent variables are strong, except the relationship that exists between the feedback of parents as well as social and emotional competence. However, the mediating role of motivation is supported through the outcome of the study. The idea obtained through the analysis of secondary qualitative data helps in identifying the influence of parental style and factors like observational learning or attention in terms of improving the quality of social and emotional competence among learners belonging to their early childhood. It is recommended at the end of the study, future research on parental involvement can be done by considering more inclusive or diverse cultural setting to gain critical outcome. Emotional regulation social interaction parental attention social learning moral education Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 1. Introduction The role of parents is very significant for the improvement of home-based education. According to Schmid & Garrels ( 2021 ), it is a multi-dimensional concept as well as the influence of their attitude towards learning is very significant. Apart from this, Paul et al. ( 2022 ) and Eden et al. ( 2024 ) have recognised that both family life and the way of parenting are significant for the character development of children. Additionally, learning institutions also focus effectively on the improvement of parental involvement that is considered as a closely associated thing with the curriculum development, especially for children considered as the early childhood learner. The collaboration of the educational institutions and parents are impactful for the enhancement of parental satisfaction (Wei & Ni, 2023 ; Paccaud et al., 2021). In the educational sector of China, parent participation is observed in the childhood education institutions of the nation. Parents are also involved in school governance nowadays. Parental involvement shares a direct relationship with the improvement of competence level among learners. In addition, the role of sensitivity and responsiveness that is shown by parents is very significant in developing the social and emotional competence level of Children (Kong & Yasmin, 2022 ; Li, Tang & Zheng, 2023 ). Cooke et al. ( 2022 ), has identified that the emotional development among children is associated with the parental behaviour that is helpful in the reduction of chances in the behavioural problem of Child. Hence, by studying various dimensions of parental involvement it can explore the factors associated with improved levels of early childhood education. The role of parents is significant in terms of enhancing the moral education of learners at a very little age. However, some issues can be observed in a context that is associated with some resistance issues or lack of efficient knowledge about the effective ways through which moral education of children can be improved. It is identified that some inadequacy is observed in the effective and regular basis parental involvement that can improve the knowledge gaining of children (Cui et al., 2021 ). Additionally, the low-income families are not able to give more attention towards the moral education and knowledge improvement of their children (Liu & Gao, 2022 ). Studies help in recognizing that different types of family issues like divorce often affect the moral learning of the children. Such issues affect the attention level of parents towards their children's growth and the observational learning of students. In the case of China; the lack of public awareness of a strong and well-formatted moral education for early childhood learners is a problem in this matter. According to Su, Guo & Wang (2020), improvement of positive attitude towards inclusion is very important and considered as a part of moral education. However, misconception can be identified in a case that may be raised because of scarcity in effective knowledge that is required for enhancing the moral education quality of learners. Additionally, the lack of collaboration with teachers of early childhood learners or resistance is another cause that does not make the parents effective in terms of providing a significant level of moral learning (Birhan et al., 2021 ).The problem is highly observed in families where monitoring is not proper due to issues like low-income or inappropriate learning environments. The role of self-efficacy among parents is important for the early childhood learning quality enhancement. However, Kong & Yasmin ( 2022 ) has identified that causes like insufficient understanding about the need of involvement of parents in the education level affects the self-efficacy level of students. Hence, a need to improve the parental program level is also crucial in such cases. The low level of idea about the emergency changes in the early childhood education level is still not understandable entirely for the parents (Zhang, 2021 ). Hence, it affects their motivation to extensively engage in the learning level. An inadequacy in the regular basis parental involvement is observed that impacts their ability to give effective feedback and foster motivation. According to Martinsone et al. ( 2022 ), both teachers and parents are responsible for the evaluation of social and emotional competence of students. Hence, lack of proper knowledge among parents about the ways through which the moral education among Chinese students can be instilled creates a gap in their emotional and social competence. The aim of the study is associated with doing a comparative analysis of parent involvement in home-based moral education that can influence social and emotional competence in early childhood. Some research objectives are developed to conduct the study. RO1: To evaluate the role of attention in impacting the social and emotional competence at early education age RO2: To analyse the significance of observational learning that influences social and emotional competence at early childhood age RO3: To evaluate the importance of feedback that influences the social and emotional competence at early childhood age RO4: To analyse the importance of self-efficacy that influences the social and emotional competence at early childhood age RO5: To investigate the meditating impact of motivation on the relationship between attention, observational learning, feedback, self-efficacy and social and emotional competence. Additionally, some research questions are developed in the study that can be addressed through the research outcome. RQ1: What is the role of attention in impacting the social and emotional competence at early education age? RQ2: What is the importance of observational learning that influences social and emotional competence at early childhood age? RQ3: What is the role of feedback that influences social and emotional competence at early childhood age? RQ4: What is the importance of self-efficacy that influences the social and emotional competence at early childhood age? RQ5: What is the mediating role of motivation on influencing the relationship between attention, observational learning, feedback, self-efficacy and social and emotional competence? The study outcome can be impactful in terms of having significant theoretical and practical implications. The outcome can be helpful for parents in terms of identifying the importance of providing effective moral education at a very early stage. Additionally, it can be helpful for the caregivers of children who can be able to better facilitate the communication between parents and children in terms of helping them in providing moral education. Understanding moral education and the importance of moral behaviour monitoring can be done through the help of the study outcome. Learners who are studying subjects related to child behaviour can be benefited through the study outcome. Learning institutions that are involved with providing learning to students belong to the early childhood education stage. They can be able to collaborate properly with parents and assist the parents to enhance the moral education of the early childhood learner. Hence, stakeholders associated with early childhood education can be benefited from different ways through the insight generated by the study. The study is focused to address the aspect related to the impact of attention level and feedback giving capability on the development of social and emotional competence of the children particularly in the age group of 3–6 years. This study is also capable of comparing the impact of parental involvement in different regions; however, it especially focuses on the early childhood education of China. Along with this, the study is also attempting to explore different parental actions, behaviours and educational strategies that can be effective for teaching moral values at home. This study is also trying to examine children’s ability to interact with their peers and other adults based on the learned interpersonal skills such as empathy, communication and more based on the perspective of parents. The analysis presented in the later parts of this study is also effective for the analysis of children’s emotions and how they are able to regulate the same along with understanding the emotions of others. The study is attempting to identify both quantitative as well as qualitative indicators for the assessment of the impact of parental involvement and its impact on the emotional as well as social skills of the children from early childhood. 2. Literature Review 2.1 Social Learning Theory According to Kurt (2020), Bandura's social learning theory greatly compared to other experts on learning who believe that punishment, reinforcement, and training directly lead to learning (as shown in Fig. 1 ). According to Bandura, the majority of human behaviour is picked up through modelling, replication, and monitoring. McLeod (2024) stated that the theory places a strong emphasis on the value of observational learning, in which people pick up information, abilities, mindsets, and opinions by seeing the behaviours of others. This leads to the modelling and embrace of observed behaviours. Dignath & Veenman ( 2020 ) claimed that it was impossible for observational learning to take place without mental functioning. The acquisition of an innovative reaction is determined by the mediation (i.e., intervention) of certain mental elements in the method of learning (Anderson et al., 2021 ). As a result, people do not always copy a model's behaviour after seeing it. The mediational procedure is the term for the deliberation that comes before imitation (Vella-Brodrick & Gilowska, 2022 ). As mentioned earlier, a fundamental component of social learning theory is observational learning, in which people pick up new skills and behaviours by watching others (Cilliers, 2021 ). Modelling after people who are similar to individuals, high-status, educated, respected, or caring people in the world is a common step in this method (McLeod, 2024). Models are people who are observed. According to Lekše et al. ( 2023 ), children are impacted by a variety of powerful role models in society, including their parents, peers, instructors, and personalities on children's television. Additionally, it is based on the notion that comprehension, or creating significance, is a form of thought and behaviour that takes place in social contexts. Furthermore, curiosity, a "need to know," and an overwhelming want to learn are all motivated by the prospect of future social contexts (teachthought.com, 2022 ). Calling and responding instruction, vocal reading, modelling, and the guided involvement method, in which the trainer instructs the viewers to speak a phrase, are among the more common teaching techniques that incorporate social-learning concepts (Zinsser et al., 2023 ). Students resemble and reproduce the action, which may help with learning. It also includes the apparent reasons and consequences of these behaviours, such as incentives and penalties, in addition to the behaviours themselves. This type of social learning happens via contemplation and prediction rather than observation (Urhahne & Wijnia, 2023 ). In social learning, cycles of feedback are important. As a function of society, incentives differ, but in broad terms, a behaviour is likely to persist if it is believed to produce a consistent benefit (Carrignon et al., 2022 ). According to Bandura, Al-Dokhny et al. ( 2021 ) have discovered that the fourth phase of observational learning is called motivation, and it includes all types of external and internal architecture that support a person's desire to imitate and follow a certain model. The "scaffolding " concept, which is the focus of Bandura's SLT, aids in producing the constructive behaviours necessary to thrive when they are regularly displayed. Behaviourists contend that behaviour changes permanently as a result of learning. Bandura demonstrates that observational learning may take place even in the absence of novel behaviour on the part of the learner (Cilliers, 2021 ). Without a doubt, students can learn beneficial behaviours using this idea. Exemplary role models may be used by educators and parents to enhance desirable behaviours and alter school culture (Cloke, 2024). Models that are encouraging inside and outside of the educational environment will assist not just every student but also the entire group as a whole. 2.2 Attention Ryzhkov (2023) narrated that a state of awareness known as attention allows a person to react to one or more stimuli. Draper & Dingle ( 2021 ) further stated that a motivating factor in psychology might be an occurrence that demands a reaction, an item, or a mandatory activity. The duration and how many items an individual can concentrate on are two aspects of attention. According to de Santana Correia & Colombini ( 2022 ), human conduct depends on attention, which is a sophisticated cognitive process. It is a significant thought process and without attention, many brain functions, including thinking, absorbing information, and creativity, are neither feasible nor beneficial. Bialystok & Craik ( 2022 ) further defined that without focussing attention on it, it is hard to think of anything else. Mental function includes paying attention. Consequently, Narhi-Martinez et al. ( 2022 ) displayed that the act of committing the mind to anything is known as attention. Selectively focussing on one object or event disregarding other others is a mental action (Alvesson et al., 2022 ). Language input is encoded, maintained throughout working and temporary memory, and retrieved from permanent memory through the process of attention (Fuster, 2022 ). Tulaskar & Turunen ( 2021 ) argued that the ability to pay attention is not a permanent mental state. It is a process that cannot be focused on a single item for an extended period of time. For a while, people may focus on the same thing, yet the viewer's focus gets diverted to other parts of it. 2.3 Observational Learning Observational learning refers to the process by which individuals learn new behaviours, or skills, or knowledge by how others are acting. This method differs from watching and practicing as others do it directly, or one would learn through trial and error (Roohi et al., 2023 ). This is a fundamental aspect of social development, and it is fundamental to the shaping of human behaviour in education, at work, and everywhere in between. Prominent psychologist, Albert Bandura was an innovator of the concept of observational learning using his theory of social learning. He emphasized that this learning occurs in four stages: attention, retention, reproduction, and motivation. To begin with, one must pay attention to the behaviour of the model. They need to keep the observed information which later can be used to recreate in appropriate circumstances (Oloo, 2024 ). The result of this experiment showed that learning can happen without direct reinforcement but does happen through observation. In education, where students learn by observation, this is a very important case of learning, students learn to solve problems using teachers’ problem-solving method or behaviour. In the workplace employees learn from experience watching experienced colleagues. Ultimately it underscores the influences of social forces on learning and behaviour. 2.4 Feedback Feedback is an essential part of parental involvement in education as it helps them to understand the progress and the requirements of the child. It helps the parents to support the development and learning of the child at home. Cherry, (2024) thinks that this concept of feedback helps the parents understand what can support their children in learning. It helps to develop a strong relationship between the children and the parents which can be useful for the children to develop responsibilities, confidence, and empathy. Feedback is affected for the parents to work with teachers to identify the unique needs of their children. On the other hand, feedback from the parents regarding the student's academy is invaluable for shaping educational strategies. In the context of social and emotional development in early childhood, feedback is also crucial as it provides valuable intuitions on the areas for improvement and strengths. Ahmed et al. ( 2024 ) stated it also helps educators and caregivers to customise and support the strategies for encouraging emotional regulation, healthy social interaction, and suitable well-being with a strong foundation for future success in education. In order to maintain childhood social and emotional competence, feedback can help to identify challenges like managing anger, difficulty sharing, or developing relationships. Providing feedback also helps the parents and their locators to understand the specific requirements of a child that can allow them to design individualise factors for supporting emotional and social development. Dikkumbura & Dharmalingam, ( 2023 ) thinks that providing positive feedback regarding the performance of the children can improve their social behaviour by encouraging them and developing the skills of self-esteem. It can also provide an opportunity of developing strong emotional and social skills for the children equipped to cooperate, focus, and manage frustrations in their home or classroom. 2.5 Self-efficacy Self-efficacy is important because it helps people think, feel and behave in challenging situations. People who have high self-efficacy are more likely to persevere, use problem solving strategies and are more robust; people with low self-efficacy are having doubts in capabilities and will not do the difficult one (Asakura et al., 2022 ). Self-efficacy is shaped by four primary factors: mastery experiences, vicarious experiences, social persuasion, and emotional states. The primary source of self-efficacy is mastery experiences, or successfully finishing tasks, because it instills confidence in ability to do things (Daradkeh, 2022 ). Self-efficacy is also increased by vicarious experiences, for example viewing others succeed, especially if the actor is viewed as being similar to the observer. In all three fields, from education to health or workplace performance, self-efficacy has serious consequences. Self-efficacy is essential to inducement of motivation, persistence, and personal growth. 2.6 Motivation Motivation is the inner process that compels people to act, goal, or others needs or desire. Motivation may arise from inside for one’s personal values and goals or from outside rewards, recognition, or social expectation (Sadiqzade, 2024 ). It is a force that energises, directs and sustains behaviour, to the extent that people can do things they could not do on their own. Motivation is typically categorized into two main types: intrinsic and extrinsic. Intrinsic motivation is a natural outcome from within the individual and is formed by satisfaction, curiosity or just doing something for the sake of accomplishing something (Arif Widodo & Budi Astuti, 2024). For example, a person might carry out a hobby just for the sake of it. Unlike that, extrinsic motivation has an effect on external rewards: money, praise or career advancement. Motivation is so important in every facet of life, personal development and professional achievement. Understanding and improving motivation can unlock an individual by a group, can reveal the fullest opportunity, and will lead to continued success. 2.7 Social and Emotional Competence Social and Emotional Competence is the ability to understand, regulate and communicate emotions, while developing appropriate means to participate in social relationships. It is the collection of skills that will help a person move from building positive relationships to making responsible decisions to succeeding in different social and emotional contexts. However, these competencies would lay a solid foundation for one’s personal well-being, effective communication and interpersonal success. Social and emotional competence consists of six key components – self-awareness, self-regulation, social awareness, relationship skills and responsible decision making (Ye Shengyao et al., 2024 ). Self-awareness means detecting one’s moods, good and bad voices, as well as the skills and limitations while self-regulation has to do with leading one’s moods, emotions, and actions. Social awareness includes awareness and feeling for other people, respect for humility. Decision making that requires responsible decisions means it evaluates situations, considers ethical standards, and chooses actions which are good for us and others. Social and emotional competence develops with time based on experiences, reflection, with caretakers, educators and peers (Spigner, 2023 ). However, it has an important role in different parts of life, including academic performance, work performance. Students with great social and emotional skills do well in academics and make good peer relationships. Likewise, workforce emotionally competent people help in teamwork, leadership and conflict resolution. Building social and emotional competence helps people develop the creative capacities to be more resilient, forge more satisfying relationships and more successfully navigate life’s challenges. 2.8 Conceptual Framework 2.9 Hypotheses Development Casino-García, Llopis-Bueno & Llinares-Insa ( 2021 ) and Iqbal et al. ( 2022 ) emphasized that sustained parental attention enhances children’s emotional regulation and coping skills, fostering effective emotional recognition and response. Alzoubi & Aziz ( 2021 ) found such attention also contributes to secure attachment, promoting emotional stability and adaptability from an early age. Sánchez-Pujalte et al. ( 2021 ) noted that attentive parental behavior encourages children to internalize moral values and apply them in social contexts. Iqbal et al. ( 2022 ) and Llopis-Bueno & Llinares-Insa (2021) highlighted reduced aggression and antisocial behaviors due to reinforcement of positive conduct. Jiménez-Picón et al. ( 2021 ) found that consistent attention builds self-esteem, enhancing social engagement. Further, Bru-Luna et al. (2021) and Iqbal et al. ( 2022 ) observed that parental attention sharpens awareness of social cues, aiding successful interactions. Sánchez-Pujalte et al. ( 2021 ) noted that such attention fosters stronger friendships and social competencies, while Casino-García et al. ( 2021 ) linked it to increased kindness, cooperation, and social responsibility. H1: Attention has a significant impact on Social and Emotional Competence Kang, Pineda Hernández & Mei ( 2021 ) found that children learn ethical values through observing parental behavior. Rollwage et al. ( 2023 ) and Dou et al. ( 2022 ) asserted that witnessing compassion fosters empathy. Jha et al. ( 2021 ) and Molero Jurado et al. ( 2021 ) linked observed parental stress management to improved emotional regulation in children. Observing conflict resolution techniques promotes constructive strategies (Chang & Tsai, 2022 ), while Dou et al. ( 2022 ) emphasized that observational learning transmits moral and cultural norms intergenerationally. Molero Jurado et al. ( 2021 ) and Rollwage et al. ( 2023 ) demonstrated that positive role models curb hostility and encourage pro-social behaviors. Chang & Tsai ( 2022 ) noted that observational learning enhances emotional recognition and social adaptability. Jha et al. ( 2021 ) and Dou et al. ( 2022 ) found that children imitate acts of kindness, and Kang, Pineda Hernández & Mei ( 2021 ) highlighted that children manage emotions by mirroring adult behavior. H2: Observational Learning has a significant influence on Social and Emotional Competence Papoutsi, Drigas & Skianis ( 2021 ) found that constructive feedback clarifies socially acceptable behaviors, while Aldrup, Carstensen & Klusmann ( 2022 ) highlighted its role in fostering reflection and emotional regulation. Campbell et al. ( 2022 ) and Bardach, Klassen & Perry ( 2022 ) showed that emotionally attuned feedback improves situational responses. Lameras & Arnab ( 2021 ) emphasized feedback’s role in framing mistakes as learning opportunities. Piñeiro-Cossio et al. ( 2021 ) and Nair & Yunus ( 2021 ) noted that regular feedback enhances expression and communication. Kamalov, Santandreu Calonge & Gurrib (2023) found that feedback aids ethical decision-making and conflict resolution. Papoutsi et al. ( 2021 ) highlighted its reassurance function. Chang & Tsai ( 2022 ) underscored the value of immediate feedback in correcting negative behaviors, while Bardach et al. ( 2022 ) noted its role in navigating peer interactions. Aldrup et al. ( 2022 ) linked feedback to resilience, confidence, and adaptability. H3: Feedback has a significant effect on Social and Emotional Competence Wang et al. ( 2022 ) and Mauriz et al. ( 2021 ) noted that high self-efficacy fosters stronger social connections. Wang ( 2022 ) emphasized emotional management, while Usán Supervía & Quílez Robres ( 2021 ) and Bing et al. ( 2022 ) linked problem-solving confidence to effective coping. Pellerone ( 2021 ) highlighted persistence in social challenges. Zheng, Heydarnejad & Aberash ( 2022 ) and Tramontano, Grant & Clarke ( 2021 ) found self-efficacy supports initiating and managing friendships. Supervía, Bordás & Robres ( 2022 ) connected it to expressive confidence, while Han & Wang ( 2021 ) associated it with leadership qualities. Pellerone ( 2021 ) and Cabrera-Aguilar et al. ( 2023 ) found self-efficacy encourages compassion and views challenges as growth opportunities. Zheng et al. ( 2022 ) noted ethical decision-making links, while Mauriz et al. ( 2021 ) and Usán Supervía & Quílez Robres ( 2021 ) emphasized open emotional sharing. Wang et al. ( 2022 ) linked it to adaptability in new settings. H4: Self-efficacy has a significant impact on Social and Emotional Competence Gumasing et al. ( 2023 ) and Lin, Fan & Guo ( 2023 ) noted that parental attention fuels children’s motivation. Zeng et al. ( 2022 ) found it enhances goal setting and accomplishment. Basalamah ( 2021 ) highlighted the importance of emotional support, while Martin et al. ( 2022 ) noted that attention boosts curiosity and enthusiasm. Lin et al. ( 2021 ) emphasized recognition’s role in reinforcing motivation. Wang & Xue ( 2022 ) linked consistent attention to self-regulation. Li ( 2021 ) and Grogan et al. ( 2022 ) noted its role in fostering engagement and learning ownership. Zeng et al. ( 2022 ) also reported that recognition increases responsibility. H5: Attention has a significant impact on Motivation Observational learning shapes motivation through modeling and reinforcement (Yoon, Scopelliti & Morewedge, 2021 ). Xu (2021) noted its role in reinforcing learned behaviors, and Asakura et al. ( 2022 ) emphasized attention to modeled behavior as a determinant of motivation. Greitemeyer ( 2022 ) asserted that children adopt prosocial values observed in parents, stimulating prosocial behavior and self-driven actions. H6: Observational Learning has a significant effect on Motivation Feedback influences motivation through performance insights and reinforcement. Aguilar (2022) found it fosters intrinsic motivation, while Wisniewski, Zierer & Hattie ( 2020 ) emphasized its role in bridging performance gaps and enhancing self-regulation. Guo & Zhou ( 2021 ) asserted feedback types (e.g., directive, motivational) influence achievement-related motivation. Feedback fosters autonomy and strengthens parent-child bonds, as shown by Vansteenkiste, Ryan & Soenens ( 2020 ), who also warned against overly critical feedback. H7: Feedback has a significant influence on Motivation Self-efficacy, as a motivational construct, drives engagement, persistence, and achievement (Schunk & DiBenedetto, 2021 ). Ugwuanyi, Okeke & Ageda ( 2020 ) noted that motivation is influenced by the perceived likelihood of success. Schunk & DiBenedetto ( 2021 ) emphasized self-efficacy’s foundation in social persuasion and experience. Graham ( 2022 ) linked it to self-regulation and belief in one’s ability to affect outcomes. Goal specificity and perceived progress were shown to sustain motivation. H8: Self-efficacy has a significant impact on Motivation Motivation significantly contributes to social and emotional competence. Getty, Barron & Hulleman ( 2021 ) noted that task value influences engagement, while Reeve ( 2024 ) emphasized that motivation supports active listening, empathy, and collaboration. Motivation also fosters perseverance and emotional development (Collie, 2022 ). Collie et al. (2024) asserted that perceived competence and motivation reinforce adaptive behaviors and personal development. H9: Motivation has a significant impact on Social and Emotional Competence 2.10 Literature gap Most of the studies in the past have focussed on single cultural contexts which has limited the understanding of how diverse cultural values can impact parental involvement in moral education. There is also a lack of long-term studies which have tracked the impact of home-based moral education on children’s social and emotional competence over time. Research has also not delved into the role of single parents and extended family in moral education for children. Along with this, there are also very few studies in the past which have tried to understand the unique contribution of fathers in the moral and emotional development of children. There is also no universally accepted structured framework to measure parental involvement in moral education and its impact on the social and emotional competence of children. Research in the past related to the current study also lacks in analysing how economic status can have an impact on parental approaches taken for home-based moral education. Studies in the past have rarely examined how digital parenting and media exposure can impact the moral development of children at their homes. Furthermore, there is also limited research which has explored whether parents consciously adopt moral education strategies or if they transmit values in an unconscious way. It is also seen that there is a need for more studies which have compared the effectiveness of home-based versus school-based moral education. There have been very few studies which have explored whether parental involvement in moral education affects the boys or the girls more or any differently. Along with this, there is very little research on how parental stress, work-life balance and mental health can have an effect on moral education for children as well. Most research in the past has kept its focus on parental influence but has ignored how siblings or grandparents can also contribute to moral education of children. There are also limited studies which have tested structured home-based moral education interventions and their measurable effect on children's social or emotional competence. Furthermore, studies have also not adequately explored how parents use social media for teaching moral values and its effectiveness. Along with this, most of the research and the past related to the current study is Western centric, which has lacked the perspective from Asia, African and Latin American family structures. Research in the past has often focused just on parental approaches rather than children's perspectives on home-based moral education. It has also been seen that there is very little investigation into the neurological basis of how parental involvement in moral education can have an impact on brain development related to emotions among the children. Research in the past has rarely examined how moral education is adapted for children with disabilities or neurodiverse conditions. There is also a lack of studies related to analysis of how different social classes have prioritised moral education and emotional intelligence. 3. Methods This study investigates the role of parental involvement in home-based moral education in enhancing social and emotional competence during early childhood. A mixed-methods research design is adopted to support the comparative nature of the study and provide a robust analytical framework (George, 2021 ). The mixed-method approach allows the integration of quantitative and qualitative data, offering both objective generalizations and subjective depth , which are essential for addressing the complex nature of early childhood development. Quantitative analysis is used to test the proposed hypotheses and identify statistically significant relationships among variables. Complementarily, qualitative analysis provides deeper insights into the contextual and environmental factors influencing the learning process. As George ( 2021 ) notes, mixed methods enable comprehensive data interpretation by combining generalizability with contextual richness. Moreover, this design offers the flexibility to explore different dimensions of the research problem, ultimately contributing to a more holistic understanding of the impact of parental involvement on child development. Given the mixed-methods design, both primary and secondary data are utilized. The primary data are collected through a survey , targeting parents of early childhood-aged children. Surveys are particularly effective for gathering objective, first-hand information from a large sample, while also reducing error and respondent bias (Stantcheva, 2023 ). This method aligns well with the quantitative component of the study. The secondary data , used to inform the qualitative component, are derived from published peer-reviewed articles and journals . These sources provide unstructured, nuanced perspectives on parental involvement and child development, enabling a rich thematic analysis. The secondary data also help triangulate findings, enhancing the overall reliability and credibility of the research (Damyanov, 2023). Using both primary quantitative and secondary qualitative data enables the researcher to tackle the research problem from multiple angles and supports the validation of research questions and hypotheses. This dual data collection approach is particularly beneficial for complex, multifactorial studies such as this one. In line with the mixed-methods design, distinct sampling strategies are employed. The target population for the quantitative survey includes parents of children under the age of six living in Beijing, China . As per UNICEF (2020), approximately 27% of Beijing families have young children, suggesting a population size between 300,000 and 500,000 . Given this, the Krejcie & Morgan (1970) table is used to determine an appropriate sample size. For a population above 100,000, a minimum sample of 384 is recommended; this study selects 424 participants to enhance statistical power (nursesrevisionuganda.com, 2023). A simple random sampling technique is used to minimize selection bias and ensure each individual has an equal probability of being included. For qualitative data, relevant scholarly articles are selected through a PRISMA framework , which ensures a rigorous inclusion and exclusion process. PRISMA Framework Summary (as shown in Fig. 3 ) : Initial articles identified : 10,000. Exclusions (non-English, duplicates, inaccessible) : removed early Screening exclusions (pre-2020) : 2,000 Eligibility exclusions (irrelevant/insufficient content) : 4,994 Final articles included : 6 Instruments for data collection include closed-ended questionnaires aligned with the study’s variables. These instruments allow efficient and reliable measurement of respondents’ experiences and perceptions (Baburajan, e Silva & Pereira, 2022 ). A demographic questionnaire is also used to gather information on participants’ age, gender, and ethnicity. For qualitative analysis, selected articles serve as the primary data source. This study integrates both quantitative and qualitative analysis techniques. The quantitative survey data are analyzed using IBM SPSS and SmartPLS . SPSS is used for initial data preparation, including reliability checks and descriptive statistics, followed by regression analysis to test the relationships among variables (Rahman & Muktadir, 2021 ; tejwin.com, 2024). SPSS also generates charts and tables to visually represent findings. To examine mediation effects , particularly the role of the learning environment in the relationship between parental involvement and social-emotional competence, a Sobel test is employed. SmartPLS complements SPSS by enabling Partial Least Squares Structural Equation Modeling (PLS-SEM) . This allows assessment of convergent and discriminant validity and enhances the reliability of the measurement and structural models. The qualitative data are analyzed using thematic analysis , which involves coding text, identifying patterns, and generating themes. This approach is useful for uncovering emerging insights and understanding contextual factors that influence parental involvement and child development (dechalert, 2024). The thematic method provides depth and flexibility, enabling exploration of nuanced relationships not captured through quantitative metrics. Together, these methods provide a comprehensive and multifaceted analysis , strengthening the validity and applicability of the research findings. Given the involvement of human participants and a mixed-methods approach, ethical considerations are paramount. Informed consent is obtained from all participants, and confidentiality is strictly maintained. No identifiable personal data are disclosed. The privacy and autonomy of respondents are respected throughout the process (Czarnota-Bojarska, 2021 ). Moreover, the research adheres to the principles of integrity, transparency, and consistency , ensuring trustworthiness and compliance with academic standards (Zhaksylyk et al., 2023 ). Ethical approval is obtained prior to data collection, and all secondary data sources are appropriately acknowledged and cited . The study avoids any form of manipulation or coercion , and all data handling complies with relevant data protection regulations . These ethical measures uphold the quality and credibility of the research and ensure respect for all stakeholders involved. 4. Results 4.1 Quantitative Analysis 4.1.1 Demographic Analysis Demographic analysis for a quantitative study is conducted for understanding the frequencies related to the demographic characteristics of the different sample members from whom the data is collected for a study. The demographic features for this study includes the age, gender and ethnicity of the respondents. The survey responses were analysed statistically reflecting the data presented in Table 1 . Table 1 Demographic Analysis Count Column N % Gender Male 179 42.2% Female 245 57.8% Age Below 25 years 81 19.1% 26 to 35 years 138 32.5% 36 to 45 years 108 25.5% Above 45 years 97 22.9% Ethnicity Zhuang 72 17.0% Hui 123 29.0% Han 91 21.5% Miao 122 28.8% Others 16 3.8% Based on the findings that can be seen in Table 1 , a total of 245 participants of the study were female and 179 participants were male. This displays the higher inclusion or interest of females in the study compared to males. It is evidently seen that 138 participants were in the age group of 26–35 years. A total of 108 participants were also in the age group of 36–45 years as well for the current study. This indicated that most of the participants of the study were young parents, indicating their interest in understanding the benefits of home-based moral education. Lastly, the above table also shows that most participants (total of 123 participants) belonged to the ethnicity of Hui whereas 122 participants also belong to the ethnicity of Miao for the current study. The remaining 91 and 72 participants also belonged from the ethnicity of Han and Zhuang respectively. 4.1.2 Reliability Analysis Reliability in statistics is the level of consistency with which the same research methods can generate similar results at different time periods in similar situations. To measure reliability in a quantitative study, the value of Cronbach Alpha is calculated which indicates the level of reliability. The value of Cronbach is supposed to be in the range of 0.7–0.9 for ensuring proper reliability. Values lower than 0.7 and more than 0.9 both implies the study could have used more reliable research methods for greater consistency of results. Table 2 Reliability Test Results Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items .884 .884 6 As can be seen in Table 2 , the calculated Cronbach alpha for the current study is 0.884. This value is within the required range, which makes the research methods quite reliable. This indicates that the same research methods may be able to generate consistent results in the future with similar situations and study topics 4.1.3 Pearson’s Correlation Table 3 Pearson’s Correlation Correlations A OL F S M SEC A Pearson Correlation 1 .959 ** .950 ** .985 ** .806 ** .992 ** Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 OL Pearson Correlation .959 ** 1 .960 ** .953 ** .808 ** .961 ** Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 F Pearson Correlation .950 ** .960 ** 1 .945 ** .802 ** .952 ** Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 S Pearson Correlation .985 ** .953 ** .945 ** 1 .809 ** .993 ** Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 M Pearson Correlation .806 ** .808 ** .802 ** .809 ** 1 .817 ** Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 SEC Pearson Correlation .992 ** .961 ** .952 ** .993 ** .817 ** 1 Sig. (2-tailed) .000 .000 .000 .000 .000 N 424 424 424 424 424 424 **. Correlation is significant at the 0.01 level (2-tailed). This Table 3 uses Pearson correlation values to indicate how strongly the various components (A, OL, F, S, and M) are connected to SEC and to the others. The Pearson Correlation analysis has shown that the dependent variable SEC has an extremely strong connection with Attention (A) (0.992) and Self-efficacy (S) (0.993). It indicates that Attention (A) and Self-efficacy (S) are especially strongly correlated with Social and Emotional Competence (SEC). The p-value (0.000) indicates that the association is statistically significant. Observational Learning (OL = 0.961) and Feedback (F = 0.952) are similarly strongly attached to SEC. Their high correlation values indicate that they have a substantial effect on Social and Emotional Competence (SEC). Motivation (M = 0.817) has an average connection with SEC, which is still significant but not as much as the remaining factors. The analysis indicates that all of these variables (A, OL, F, S, and M) have a high correlation with one another. 4.1.4 Convergent validity Table 4 Outer loadings Outer loadings M1 <- M 0.857 M2 <- M 0.840 M3 <- M 0.748 M4 <- M 0.749 M5 <- M 0.838 M6 <- M 0.783 F1 <- F 0.807 F2 <- F 0.842 F3 <- F 0.757 F4 <- F 0.766 F5 <- F 0.768 F6 <- F 0.783 S1 <- S 0.830 S2 <- S 0.842 S3 <- S 0.726 S4 <- S 0.761 S5 <- S 0.819 S6 <- S 0.792 A1 <- A 0.817 A2 <- A 0.831 A3 <- A 0.752 A4 <- A 0.768 A5 <- A 0.813 A6 <- A 0.773 SEC <- SEC 0.700 OL1 <- OL 0.826 OL2 <- OL 0.832 OL3 <- OL 0.715 OL4 <- OL 0.782 OL5 <- OL 0.809 OL6 <- OL 0.759 Convergent validity is analysed in order to determine the value of outer loading for each of the constructs or items selected for measuring the variables. If the values of the outer loadings are obtained to be less than 0.7, then it is not satisfying the required threshold of analysis. It can be seen from the Table 4 about outer loading stable that all of the items selected under the four major independent variables in the research have generated outer loading values that are within the required range of 0.7 to 0.9. This portrays a strong relationship to be existing between the constructs of the variables. None of the constructs required revaluation or removal and hence satisfied the study. The accuracy of the items selected in the survey for gathering data is ensured. 4.1.5 Discriminant validity Discriminant validity is performed with the help of two tests, the Heterotrait-Monotrait Ratio and Fornell-Larcker Criterion. On satisfaction of their respective criteria, the validity of the items are ensured. Table 5 HTMT test M F S A SEC OL M F 0.739 S 0.743 0.708 A 0.740 0.816 0.752 SEC 0.680 0.733 0.773 0.774 OL 0.745 0.831 0.818 0.827 0.743 The HTMT test is conducted in order to assess the discriminant validity of the latent variables within the structural equation model. HTMT ratio is satisfied, proving the presence of insufficient discriminant validity if the value is obtained to be within the range of 0.85. HTMT ratio within this threshold controls that the two latent variables are distinct and are able to measure different constructs in the study (as shown in Table 5 ). The table above portrays that all of the latent variables are able to measure distinct constructs since the values are obtained to be less than 0.85 for all of the variables. Hence, the accuracy of the items reflected for the survey is ensured, along with the responses collected Table 6 Fornell Larcker Criterion M F S A SEC OL M 0.773 F 0.805 0.756 S 0.810 0.743 0.765 A 0.807 0.748 0.784 0.762 SEC 0.816 0.751 0.792 0.791 0.800 OL 0.809 0.759 0.750 0.756 0.760 0.757 The Fornell Larcker criterion is used in order to assess the discriminant validity of the latent variables while calculating the square root of the AVE for each latent variable. If the square root of AVE for the latent variable is greater than correlation with other variables, then there is presence of discriminant validity. In the case of the Table 6 , it is seen that the majority of the latent variables have a square root of a value that is less than the square root of its correlation with other variables. Hence, there is less chance of discriminant validity from affecting the findings of the study. 4.1.6 Multiple regression Table 7 Multiple Regression analysis Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) − .053 .013 -4.011 .000 − .078 − .027 A .417 .026 .412 16.133 .000 .366 .468 OL .040 .018 .039 2.249 .025 .005 .075 F .024 .016 .024 1.524 .128 − .007 .055 S .516 .024 .512 21.432 .000 .469 .564 M .020 .007 .020 2.848 .005 .006 .033 a. Dependent Variable: SEC The table above (Table 7 ) shows the results of a multiple regression analysis, which examines how different factors (A, OL, F, S, and M) influence the dependent variable, SEC. The initial value of SEC, which is constant (-.053) and all predictors are zero shows the statistical significance (p = 0.000). The table further shows that Attention (A) and Self-efficacy (S) have the strong and positive effect with a high t value of 16.133 and 21.432 respectively. Whereas, Observational Learning (OL) and Motivation (M) have a little less impact alongside a non-significance value of Feedback with 1.524. This determines that the variables Attention, Self-efficacy and observational learning all as an independent variable have a strong relationship with the dependent variable. In addition to this, the mediating variable is also observed to be having a strong relation with the dependent variable. 4.1.7 Sobel Test The Sobel test is conducted with the objective of analysing the mediating impact of the selected variable on the relationship between the independent and dependent variables. The t-statistics value of the variable is used for measuring the sobel test, and is satisfied of the value is obtained to be more than 1.96 (as shown in Table 8 ). Table 8 Relationship between Motivation and Social and Emotional Competence Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) .488 .086 5.671 .000 .319 .657 M .800 .028 .817 29.074 .000 .746 .854 a. Dependent Variable: SEC Table 9 Relationship between Attention and Motivation Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) .595 .090 6.631 .000 .418 .771 A .833 .030 .806 27.977 .000 .775 .892 a. Dependent Variable: M It is evident from Table 9 above the t statistics value for Motivation (M) is 29.074 and for Attention (A) with Motivation (M) it is 27.977. Utilising both these values and overall t-statistics for sobel test was generated to be 20.159. Since this value is more than the required range, the mediating impact of the Motivation (M) on the relationship between Attention (A) level and social and emotional competence is proven to be present. Table 10 Relationship between Observational Learning and Motivation Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) .538 .091 5.914 .000 .359 .717 OL .845 .030 .808 28.182 .000 .786 .904 a. Dependent Variable: M In case of the second variable (as shown in Table 10 ), the t-statistics for Observational Learning (OL) is obtained to be 28.182. Keeping the t-statistic value between social and emotional competence and Motivation (M) to be consistent at 29.074 the sobel test t-statistic value is obtained to be 20.235. The mediating impact of the Motivation (M) is also satisfied in this relationship. Table 11 Relationship between Feedback and Motivation Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) .619 .090 6.873 .000 .442 .796 F .823 .030 .802 27.596 .000 .765 .882 a. Dependent Variable: M As per Table 11 , the t-statistics for Feedback (F) is obtained between 27.596. Keeping the t-statistics value between Motivation (M) and social and emotional competence constant at 29.074, the sobel test value is obtained to be 20.0.015. This t-statistics value proves the mediating impact of the Motivation (M) between the relationship of Feedback (F) and social and emotional competence as well. Table 12 Relationship between Self-efficacy and Motivation Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) .600 .089 6.775 .000 .426 .774 S .834 .029 .809 28.293 .000 .776 .892 a. Dependent Variable: M The final variable tested in this study is of Self-efficacy (S) and its statistics for this variable was generated to be 28.293. Keeping the other value constant at 29.074 a sobel test was conducted and the value was generated to be 20.276 (as shown in Table 12 ). The t-statistics value was within the required range of more than 1.96 and hence the mediating impact of the Motivation (M) on the relationship between this independence variable with the dependent variable was also proven to be present. Overall, it can be concluded that the maiating variable motivation has a strong mediating impact over the relationships between the independent and dependent variables in the study. The motivation of the individuals play a strong role in enhancing home-based moral education development for social and emotional competence growth. 4.1.8 Hypotheses testing Hypothesis testing in a mixed method study such as the current study is the most crucial test done for understanding the relationships between the different variables which have been developed for the study. The results of both multiple regression analysis as well as SOBEL test are used for determining whether the nine hypotheses developed for the current study are satisfied or not. Table 13 Hypothesis testing Hypothesis Status H1: Attention has a significant impact on Social and Emotional Competence Satisfied H2: Observational Learning has a significant influence on Social and Emotional Competence Satisfied H3: Feedback has a significant effect on Social and Emotional Competence Not satisfied H4: Self-efficacy has a significant impact on Social and Emotional Competence Satisfied H5: Attention has a significant impact on motivation Satisfied H6: Observational learning has a significant effect on motivation Satisfied H7: Feedback has a significant influence on motivation Satisfied H8: Self-efficacy has a significant impact on Motivation Satisfied H9: Motivation has a significant impact on Social and Emotional Competence Satisfied Table 13 shows that based on the results of multiple regression analysis, the first two hypotheses of the current study are satisfied. This indicates that Attention (A) and Observational Learning (OL) both have a significant impact on Social and Emotional Competence (SEC) in early childhood. Based on this, it can be said with greater Attention (A) level and better Observational Learning (OL), the social and emotional competence in early childhood can also increase. The hypothesis testing has further shown that Feedback (F) does not have a significant relationship with social and emotional competence in early childhood. This indicates that with better Feedback (F) there might not be any change in the social and emotional competence in early childhood. The hypothesis testing above further has shown that Self-efficacy (S) has a significant impact on Social and Emotional Competence (SEC) in early childhood. Changes in Self-efficacy (S) for the children there can develop changes in Social and Emotional Competence (SEC) in early childhood. The SOBEL test results have led to the satisfaction of the hypotheses related to the mediating variable (Motivation). It is leading to the understanding that Motivation (M) mediates the relationships between each of the independent variables (Attention, Observational Learning, Feedback and Self-efficacy) and the dependent variable (Social and Emotional Competence in early childhood). Hence, the level of motivation children have would have an impact over their social and emotional competence 4.2 QUALITATIVE ANALYSIS 4.2.1 Parental Influence and Self-Efficacy in Shaping Observational Learning Among Children Observational learning is closely tied to enhanced self-efficacy, and parental involvement plays a pivotal role in fostering both (Grenner, 2021 ). Parental education not only influences children’s learning behaviors but also shapes the beliefs and internalized concepts that underlie self-efficacy. As children model parental actions, their sense of agency strengthens, reinforcing learning through imitation. Kwon, Shin, & Shin ( 2022 ) further highlight that parental support significantly enhances observational learning, alongside the influence of educators. The presence of vicarious experiences, often modeled by parents, contributes to successful learning outcomes and elevated self-efficacy. Qualitative data also reveal that observational learning is shaped by the dynamic interplay of personal, environmental, and behavioral factors. Through external influence, parents can cultivate a broad range of competencies in children by modeling behaviors that promote adaptability and resilience. 4.2.2 Parental Attention in Moral Education and Its Effect on Emotional Regulation Parental attentiveness to moral development significantly impacts children's emotional regulation. When parents engage by participating in learning environments or showing interest in moral instruction, they foster emotional security and enable children to express and regulate their emotions more effectively. Practices such as passive distilled reinforcement, where parents attentively listen and guide children through emotional challenges, support emotional maturity. Conversely, neglect or lack of involvement can lead to difficulties in managing anger, anxiety, and frustration (Nzuruba, 2024 ). Parental availability reflects their broader socioeconomic and emotional contexts. As Blanden, Doepke, & Stuhler ( 2023 ) note, economic constraints may limit parents’ time and capacity for moral guidance, leading to socioemotional challenges in children. Yet even brief, meaningful interactions—such as discussing daily experiences can foster emotional growth. Attentive parental care acts as an ethics of care, laying a foundation of emotional security and resilience. Motivation and feedback are critical in developing emotional competence. Encouraging environments, where emotions are validated, enable children to explore and regulate feelings constructively. Classrooms and homes that promote discipline with empathy nurture emotional expression, creativity, and self-esteem (Mills, 2023 ). When children feel heard and supported, they are more likely to express emotions freely, fostering emotional intelligence. Feedback, both positive and corrective, is essential for developing self-awareness and emotional regulation. Constructive feedback helps children discern appropriate behavior without undermining confidence (Ahmed et al., 2024 ). Techniques such as role-play and storytelling offer children vicarious experiences to understand emotions and develop empathy (Mills, 2023 ). Emotional coaching, such as teaching calming strategies, equips children with tools to manage stress and fosters long-term resilience. Positive modeling by caregivers, teachers, and peers shapes social behavior and emotional intelligence. Supportive environments that emphasize cooperation and trust encourage relational development and motivation (Mills, 2023 ). In contrast, emotionally unsupported environments risk low emotional awareness and underdeveloped regulation skills. Thus, child-friendly, emotionally resilient learning spaces are crucial for emotional and social growth. 4.2.3 Parental Involvement Styles and Their Influence on Child Social and Emotional Competence Parental involvement directly shapes the development of social and emotional competencies. Among the various styles, the authoritative model characterized by high responsiveness and reasonable demands is identified as the most effective. It balances discipline with emotional support, fostering both obedience and open communication (Fan, Feng & Zhang, 2024 ). Secondary data further indicate that attentive engagement with children’s ideas and initiatives enhances their social and emotional development. In contrast, permissive parenting, marked by high responsiveness but low demands, may offer emotional security but lacks structure for developing conflict resolution and self-regulation. Nonetheless, motivation remains a key factor in enhancing any parenting approach. Parental involvement in reading and learning activities significantly boosts motivation, self-esteem, and social competence (Fan, Feng & Zhang, 2024 ). Parental interventions involving collaborative tasks such as games, storytelling, or shared responsibilities strengthen parent-child relationships while cultivating teamwork, empathy, and problem-solving skills. These interactions allow children to internalize pro-social behaviors within real-life contexts (Fan, Feng & Zhang, 2024 ). For example, co-participation in routine activities, like choosing a family movie, becomes an opportunity for teaching cooperation and decision-making. By contrast, authoritarian parenting, high in demand but low in warmth can stifle emotional expression, increasing the risk of anxiety and poor social skills. Such children often internalize fear of failure, impeding their socioemotional development. Therefore, the nature and quality of parental involvement are critical in shaping a child’s emotional intelligence and social adaptability. Parents who are both engaged and emotionally attuned provide the foundation for children to develop self-regulation, empathy, and resilience skills essential for navigating complex social environments. 5. Discussion This research has delved into exploring several key factors that influence home-based moral education such as “Attention”, “Observational learning”, “Feedback”, and “Self-efficacy” along with the mediating impact of “Motivation” which are deemed to be significant with respect to the development of social and emotional competence among children. Likewise, the objectives developed regarding the role of attention in impacting social and emotional competence among children have led to the identification that attention is a key aspect in the uptake of social and emotional cues. A concept further supported by the assertions of Bialystok & Craik ( 2022 ) who have stated that mental functionality is dependent on paying attention. Furthermore, the viability of this notion is further demonstrated through the responses gathered in this regard where the p-value of .000 or a correlation of .992 between attention (A) and social and emotional competence (SEC) exhibits that attention level is imperative in developing the social and emotional competence of children. Considering observational learning as a key factor in the development of SEC among children, the objectives constructed in this context have established that observational learning is yet another crucial aspect. An exploration of qualitative sources further yields the notion that better observational learning supports learning, and reinforces, or reduces certain behaviours, depending on a variety of factors. A similar vein of opinion could be noticed in the assertions made by Greitemeyer ( 2022 ) who has stated that by demonstrating positive behaviours and values, parents can effectively motivate children to adopt certain traits, which can have a lasting impact on their actions and decision-making throughout life. Additionally, the statistical results acquired in this respect are further supportive of this assertion with the sig value of .025 alongside the correlation between OL and SEC of .961. Hence it can be comprehended that observational learning fosters emotional regulation and social confidence in children, as they are particularly receptive to learning through observation, and when positive behaviours and values are modelled by their parents, it can lead to a stronger internalisation of those traits. Feedback has been highlighted as the information provided about an individual's performance or behaviour, intended to guide improvement or reinforce positive actions. Furthermore, Ahmed et al. ( 2024 ) have asserted that feedback helps to promote emotional regulation, healthy social interactions, and overall well-being, providing a solid foundation for future success in the educational pursuits of an individual and therefore has been ideated as a significant objective in this study. However, the results in this case demonstrate that Feedback (F) does not exhibit any significant impact on SEC as can be observed from the sig value of .128. Therefore, it can be comprehended that feedback does not contribute significantly to predicting SEC, as its coefficient is not statistically different from zero. Self-efficacy has been considered a critical aspect as it is pertinent in ensuring how individuals perceive their ability to handle social situations and regulate their emotions. It can be observed from the research conducted by Schunk & DiBenedetto ( 2021 ) that the notion of self-efficacy is majorly impacted by the successful completion of actions which in turn instills motivation among children thereby sufficing as an encouraging factor for them to engage in motivated behaviours. Self-efficacy has been regarded as a key component of psychological competence and is imperative to emotional management, resilience, and problem-solving skills. Likewise, the objective developed in this regard has led to the understanding that self-efficacy (S) is a valid construct that contributes significantly to predicting social and emotional competence with respective sig values of .000 indicating a significant effect thereby upholding the credibility of the assumption made in this regard. Motivation has been identified as the mediating variable in this research, as it encourages individuals to engage in behaviours that are supportive of emotional regulation, positive social interactions, and personal growth. A similar vein of opinion is further noticed in the assertions made by Collie ( 2022 ) who has opined that social-emotional motivation is promoted by social-emotional perceptions and that both factors are major determinants of adaptive behaviours. Likewise, the objective developed in this regard focussed on exploring its impact on the development of social and emotional competence where the results highlight that the sig value acquired in the regression model is .005 thereby upholding the required threshold and hence is considered as a critical aspect. Simultaneously, the value of .817 from the Pearson Correlation analysis has further rendered the objective to be satisfactory. Furthermore, the Convergent Validity conducted here exhibits that the majority of the items selected for measuring variables have outer loading values within the required range of 0.7–0.9, thus indicating a strong relationship between constructs. Additionally, the HTMT test conducted herein highlights that all latent variables measure distinct constructs, with values less than 0.85 whereas as per the Fornell-Larcker test the lesser possibility of discriminant validity is observed. The Sobel tests conducted into the study further illustrates the mediating impact with respective sig values of .000 which is significantly lesser than the desired threshold of .05. 6. Conclusion This study concludes that parental engagement in home-based moral education plays a foundational role in shaping the social and emotional competence of children during early childhood. Parents act as the primary agents of socialization, and their intentional inculcation of moral values such as empathy, self-regulation, respect, and prosocial behavior contributes significantly to the development of children’s interpersonal and intrapersonal skills. The findings underscore that moral development is most effectively fostered through consistent modeling, dialogic interaction, and reinforcement of ethical behaviors in everyday family contexts. The comparative analysis suggests that both the intensity and quality of parental involvement have heterogeneous effects on children’s developmental outcomes. Parenting approaches characterized by warmth, responsiveness, and ethical modeling—rather than authoritarian control or disengagement—are more likely to yield favorable moral internalization and independent moral reasoning in children. The research also affirms the centrality of observational learning, wherein children learn not merely through instruction but through watching and imitating morally grounded behavior demonstrated by significant adults in their environment. Ultimately, the study affirms that sensitive, intentional, and balanced moral guidance at home constitutes a critical protective factor in early childhood, fostering emotional resilience, social adaptability, and ethical judgment. In a developmental context where early experiences shape lifelong trajectories, moral education facilitated by parents remains one of the most potent tools for preparing children to thrive both socially and emotionally. Recommendations Based on the empirical insights of this study, several multi-level recommendations are proposed: For Parents: Allocate consistent and structured time daily to engage children in reflective conversations about moral dilemmas, emotional awareness, and socially appropriate behavior. Model virtuous behavior in real-life situations, allowing children to observe and internalize moral standards through naturalistic learning processes. Create psychologically safe environments at home where children feel free to express emotions and explore ethical questions without fear of judgment. Use narratives, storytelling, and culturally rooted fables to transmit core values such as empathy, fairness, and kindness. Facilitate prosocial engagement opportunities where children can learn cooperation, altruism, and helping behavior through participation in group activities. Foster school-family collaboration, ensuring that home-based moral instruction aligns with educational efforts and values conveyed in formal settings. For Educators and Schools: Implement parental workshops aimed at capacity-building for home-based moral education strategies grounded in psychological and educational research. Provide curated resource kits—including books, media content, and age-appropriate guidelines—to support parents in implementing moral education at home. Promote home-school communication protocols that allow for moral development goals to be shared, coordinated, and reinforced across contexts. For Policy Makers: Prioritize government-supported community initiatives that educate parents about their pivotal role in children’s moral and emotional development. Integrate moral education training into prenatal and postnatal parenting programs, especially in underserved communities. Design culturally sensitive public awareness campaigns and media programming that elevate the role of parents as moral educators. Incentivize research-based parenting curricula that embed values education and are accessible across different socioeconomic strata. For Society and Community: Encourage the promotion of ethical role models in local communities who can provide aspirational figures for both children and parents. Develop community programs that respect, preserve, and integrate indigenous moral values and cultural practices into broader developmental frameworks. Support inclusive environments that recognize the diversity of family structures and help all types of caregivers—fathers, mothers, grandparents, and extended family members—engage in the child’s moral education. Future Scope of Research The current study acknowledges certain limitations which offer pathways for deeper and broader exploration in future research endeavors: Longitudinal Investigations: There is a pressing need for long-term, developmental studies that examine the sustained effects of parental moral engagement on social and emotional competencies into adolescence and adulthood. Cross-Cultural Expansions: Future studies should incorporate diverse cultural and regional populations to test the generalizability and contextual adaptability of findings, especially outside the urban context of Beijing. Family System Dynamics: The role of other family members such as grandparents, siblings, and extended relatives must be explored to gain a holistic understanding of home-based moral education as a collective endeavor. Gendered Contributions: The differential influence of maternal and paternal moral engagement, and how gender roles mediate value transmission, requires further empirical examination. Non-Traditional Family Structures: Future research should investigate how single-parent, blended, or same-sex parent households navigate moral education, and the unique strengths and challenges they face. Socioeconomic and Educational Stratification: Studies must delve into how parental education levels, occupational status, and socioeconomic background influence the efficacy and methods of moral instruction. Technological Mediation: With the growing influence of digital media, future research could examine how technology interfaces with home-based moral education, both as a support tool and a potential disruptor. By extending inquiry into these directions, the field will be better equipped to design nuanced interventions and educational models that respect the complexity and centrality of parental influence in moral development. Abbreviations A Attention OL Observational Learning F Feedback S Self-Efficacy M Motivation SEC Social and Emotional Competence HTMT Heterotrait-Monotrait Ratio SPSS Statistical Package for the Social Sciences Declarations Ethics approval and consent to participate This study involved human participants and followed standard ethical procedures. Ethical approval was granted by Zhoukou Vocational College of Arts and Sciences, China. All participants were provided with a detailed Participant Information Sheet and voluntarily signed a Participant Consent Form, confirming that they understood the research purpose, procedures, and their rights, including the right to withdraw at any stage. A translator was involved where necessary to ensure full understanding. Consent for publication Yes. All participants provided informed consent for publication of anonymized data related to the study findings. Availability of data and materials The data that support the findings of this study have been deposited in the Harvard Dataverse repository and are publicly available at https://doi.org/10.7910/DVN/L4BGMM Competing Interests The authors declare that they have no competing interests. Funding No external funding was received for the completion of this study. Authors’ contributions Tian Yanyang (T.Y.) designed the study framework and led the manuscript writing. Huang Ying (H.Y.) conducted data collection, performed analysis, and supported the literature review. Sahadat Hossain (S.H.) critically revised the manuscript and contributed to the interpretation of findings. All authors (T.Y., H.Y., and S.H.) reviewed and approved the final version of the manuscript. Acknowledgements The authors would like to express their sincere gratitude to all the parents, children, and educators who participated in this research and generously shared their time and insights. We also thank the academic advisors and peer reviewers whose feedback helped improve the quality of this manuscript. Special appreciation goes to the supporting institutions for facilitating data access and ethical guidance throughout the study. Finally, we acknowledge the use of the Harvard Dataverse platform for data storage and sharing. References Aguilar, S. J. (2022, March). 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Frontiers in psychology , 12 , 810559. https://doi.org/10.3389/fpsyg.2021.810559 Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology , 13 , 992372. https://doi.org/10.3389/fpsyg.2022.992372 Wang, Y., Xiao, B., Tao, Y., & Li, Y. (2022). The relationship between mindfulness and job burnout of Chinese preschool teachers: the mediating effects of emotional intelligence and coping style. International Journal of Environmental Research and Public Health , 19 (12), 7129. https://doi.org/10.3390/ijerph19127129 Wei, F., & Ni, Y. (2023). Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China. Educational Management Administration & Leadership , 51 (1), 198-218.https://doi.org/10.1177/1741143220968166 Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in psychology, 10, 487662. https://doi.org/10.3389/fpsyg.2019.03087 Xu, H. (2021, May). The Functions of Observational Learning in The Learning Processes. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 690-695). Atlantis Press. https://www.atlantis-press.com/article/125956874.pdf Ye Shengyao, Hashem Salarzadeh Jenatabadi, Ye Mengshi, Chen Minqin, Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: the role of parenting style. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-55530-7 Yoon, H., Scopelliti, I., & Morewedge, C. K. (2021). Decision making can be improved through observational learning. Organizational Behavior and Human Decision Processes, 162, 155-188. https://www.sciencedirect.com/science/article/am/pii/S0749597820303976 Zeng, D., Takada, N., Hara, Y., Sugiyama, S., Ito, Y., Nihei, Y., & Asakura, K. (2022). Impact of intrinsic and extrinsic motivation on work engagement: a cross-sectional study of nurses working in long-term care facilities. International journal of environmental research and public health , 19 (3), 1284.https://doi.org/10.3390/ijerph19031284 Zhaksylyk, A., Zimba, O., Yessirkepov, M., & Kocyigit, B. F. (2023). Research integrity: where we are and where we are heading. Journal of Korean medical science , 38 (47).https://doi.org/10.3346/jkms.2023.38.e4 Zhang, T. (2021). Chinese parents’ perception of emergency remote K-12 teaching-learning in China during the COVID-19 pandemic. Asian Journal of Distance Education , 16 (1), 16.https://digitalcommons.cedarville.edu/education_publications/118/ Zheng, S., Heydarnejad, T., & Aberash, A. (2022). Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology , 13 , 1013370. https://doi.org/10.3389/fpsyg.2022.1013370 Zinsser, K. M., Curby, T. W., Gordon, R. A., & Moberg, S. (2023). A unidimensional model of emotion-focused teaching in early childhood. Learning Environments Research . https://doi.org/10.1007/s10984-023-09461-1 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7226732","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":513677410,"identity":"a7138270-05e2-4a8f-b2e6-05c9b738dab7","order_by":0,"name":"Tian Yanyang","email":"","orcid":"","institution":"Zhoukou Vocational College of Arts and Sciences","correspondingAuthor":false,"prefix":"","firstName":"Tian","middleName":"","lastName":"Yanyang","suffix":""},{"id":513677411,"identity":"b1ad442c-e9f5-47bf-8d19-14a2290deca4","order_by":1,"name":"Huang Ying","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2ElEQVRIiWNgGAWjYBACAwbGBoYPFTbM8uwNIK4FcVoYZ5xJYzfsOQDiShCjhYGBmbPlMD/DjQQQnwgt5mKH2x4zNjBLM858fnXDjwIJBv727gS8WixnJ7YbF+5gM2aXzim72QN0mMSZsxvwO+x2Ypv0zDM8yYyzc9Ju8AC1GEjkEqGFt02ivuHmmbSbf0jQYsDMcIP92G2ibZGccSaB2bAnh+22jIEEDxF+SX8m8aHiPzAqjz+7+eaPjRx/ey9+LUiAxwBMEqscBNgfkKJ6FIyCUTAKRhAAAA0qSbqjXfl8AAAAAElFTkSuQmCC","orcid":"","institution":"Heze Vocational College","correspondingAuthor":true,"prefix":"","firstName":"Huang","middleName":"","lastName":"Ying","suffix":""},{"id":513677412,"identity":"27691ce4-37a0-447d-bfa4-a37c839d5270","order_by":2,"name":"Sahadat Hossain","email":"","orcid":"","institution":"Universiti Putra Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Sahadat","middleName":"","lastName":"Hossain","suffix":""}],"badges":[],"createdAt":"2025-07-27 14:23:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7226732/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7226732/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":91485675,"identity":"eecb6708-4f69-465b-b817-b3562cc64ecd","added_by":"auto","created_at":"2025-09-17 04:53:32","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":194548,"visible":true,"origin":"","legend":"\u003cp\u003eSocial Learning Theory\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/2bf4c38698fad2a525da4105.png"},{"id":91485663,"identity":"01328c8d-e1a7-45fb-814d-5bc4cc686905","added_by":"auto","created_at":"2025-09-17 04:53:32","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":101208,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Framework\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/3238dc9590b1b8903ae133a9.png"},{"id":91485658,"identity":"356aa7c8-7c14-4ec7-966c-495b083b7fc1","added_by":"auto","created_at":"2025-09-17 04:53:31","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":79964,"visible":true,"origin":"","legend":"\u003cp\u003ePRISMA framework\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/df7aabfcff6cbe3d3f465bc0.png"},{"id":91485643,"identity":"9bba15ed-594a-4c0d-9d12-071f90e0d7d8","added_by":"auto","created_at":"2025-09-17 04:53:31","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":95411,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship between Attention and Motivation\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/8ef5ac2df5eb638bc53694ec.png"},{"id":91485676,"identity":"5cadf859-9f10-48bd-8091-13f0ee85b3d5","added_by":"auto","created_at":"2025-09-17 04:53:32","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":102400,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship between Observational Learning and Motivation\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/110b5a11d1141a5bf1dd48b4.png"},{"id":91485691,"identity":"ec5057b6-6d70-4f2b-9f59-fbe93c2ea64e","added_by":"auto","created_at":"2025-09-17 04:53:33","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":99848,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship between Feedback and Motivation\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/417ae1d56f08728e79ccf546.png"},{"id":91487208,"identity":"458d89fb-edec-4d2a-a5ba-c96573381ba5","added_by":"auto","created_at":"2025-09-17 05:01:32","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":78812,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship between Self-efficacy and Motivation\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/1cacb7127126e724f88b39b6.png"},{"id":98628905,"identity":"b78196a0-12af-4b6d-8bd9-b57b300e1278","added_by":"auto","created_at":"2025-12-19 17:12:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":3026803,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7226732/v1/c2b94651-ff93-486f-941e-82b0a5f21b6d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Comparative Analysis of Parental Involvement in Home-Based Moral Education: Effects on Early Childhood Social and Emotional Competence","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe role of parents is very significant for the improvement of home-based education. According to Schmid \u0026amp; Garrels (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), it is a multi-dimensional concept as well as the influence of their attitude towards learning is very significant. Apart from this, Paul et al. (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Eden et al. (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) have recognised that both family life and the way of parenting are significant for the character development of children. Additionally, learning institutions also focus effectively on the improvement of parental involvement that is considered as a closely associated thing with the curriculum development, especially for children considered as the early childhood learner. The collaboration of the educational institutions and parents are impactful for the enhancement of parental satisfaction (Wei \u0026amp; Ni, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Paccaud et al., 2021). In the educational sector of China, parent participation is observed in the childhood education institutions of the nation. Parents are also involved in school governance nowadays.\u003c/p\u003e\u003cp\u003eParental involvement shares a direct relationship with the improvement of competence level among learners. In addition, the role of sensitivity and responsiveness that is shown by parents is very significant in developing the social and emotional competence level of Children (Kong \u0026amp; Yasmin, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Li, Tang \u0026amp; Zheng, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Cooke et al. (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), has identified that the emotional development among children is associated with the parental behaviour that is helpful in the reduction of chances in the behavioural problem of Child. Hence, by studying various dimensions of parental involvement it can explore the factors associated with improved levels of early childhood education.\u003c/p\u003e\u003cp\u003e The role of parents is significant in terms of enhancing the moral education of learners at a very little age. However, some issues can be observed in a context that is associated with some resistance issues or lack of efficient knowledge about the effective ways through which moral education of children can be improved. It is identified that some inadequacy is observed in the effective and regular basis parental involvement that can improve the knowledge gaining of children (Cui et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Additionally, the low-income families are not able to give more attention towards the moral education and knowledge improvement of their children (Liu \u0026amp; Gao, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Studies help in recognizing that different types of family issues like divorce often affect the moral learning of the children. Such issues affect the attention level of parents towards their children's growth and the observational learning of students.\u003c/p\u003e\u003cp\u003eIn the case of China; the lack of public awareness of a strong and well-formatted moral education for early childhood learners is a problem in this matter. According to Su, Guo \u0026amp; Wang (2020), improvement of positive attitude towards inclusion is very important and considered as a part of moral education. However, misconception can be identified in a case that may be raised because of scarcity in effective knowledge that is required for enhancing the moral education quality of learners. Additionally, the lack of collaboration with teachers of early childhood learners or resistance is another cause that does not make the parents effective in terms of providing a significant level of moral learning (Birhan et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).The problem is highly observed in families where monitoring is not proper due to issues like low-income or inappropriate learning environments.\u003c/p\u003e\u003cp\u003eThe role of self-efficacy among parents is important for the early childhood learning quality enhancement. However, Kong \u0026amp; Yasmin (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) has identified that causes like insufficient understanding about the need of involvement of parents in the education level affects the self-efficacy level of students. Hence, a need to improve the parental program level is also crucial in such cases. The low level of idea about the emergency changes in the early childhood education level is still not understandable entirely for the parents (Zhang, \u003cspan citationid=\"CR117\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Hence, it affects their \u003cb\u003emotivation\u003c/b\u003e to extensively engage in the learning level. An inadequacy in the regular basis parental involvement is observed that impacts their ability to give effective \u003cb\u003efeedback\u003c/b\u003e and foster motivation. According to Martinsone et al. (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), both teachers and parents are responsible for the evaluation of \u003cb\u003esocial and emotional competence\u003c/b\u003e of students. Hence, lack of proper knowledge among parents about the ways through which the moral education among Chinese students can be instilled creates a gap in their emotional and social competence.\u003c/p\u003e\u003cp\u003eThe aim of the study is associated with doing a comparative analysis of parent involvement in home-based moral education that can influence social and emotional competence in early childhood. Some research objectives are developed to conduct the study.\u003c/p\u003e\u003cp\u003eRO1: To evaluate the role of attention in impacting the social and emotional competence at early education age\u003c/p\u003e\u003cp\u003eRO2: To analyse the significance of observational learning that influences social and emotional competence at early childhood age\u003c/p\u003e\u003cp\u003eRO3: To evaluate the importance of feedback that influences the social and emotional competence at early childhood age\u003c/p\u003e\u003cp\u003eRO4: To analyse the importance of self-efficacy that influences the social and emotional competence at early childhood age\u003c/p\u003e\u003cp\u003eRO5: To investigate the meditating impact of motivation on the relationship between attention, observational learning, feedback, self-efficacy and social and emotional competence.\u003c/p\u003e\u003cp\u003eAdditionally, some research questions are developed in the study that can be addressed through the research outcome.\u003c/p\u003e\u003cp\u003eRQ1: What is the role of attention in impacting the social and emotional competence at early education age?\u003c/p\u003e\u003cp\u003eRQ2: What is the importance of observational learning that influences social and emotional competence at early childhood age?\u003c/p\u003e\u003cp\u003eRQ3: What is the role of feedback that influences social and emotional competence at early childhood age?\u003c/p\u003e\u003cp\u003eRQ4: What is the importance of self-efficacy that influences the social and emotional competence at early childhood age?\u003c/p\u003e\u003cp\u003eRQ5: What is the mediating role of motivation on influencing the relationship between attention, observational learning, feedback, self-efficacy and social and emotional competence?\u003c/p\u003e\u003cp\u003eThe study outcome can be impactful in terms of having significant theoretical and practical implications. The outcome can be helpful for parents in terms of identifying the importance of providing effective moral education at a very early stage. Additionally, it can be helpful for the caregivers of children who can be able to better facilitate the communication between parents and children in terms of helping them in providing moral education. Understanding moral education and the importance of moral behaviour monitoring can be done through the help of the study outcome. Learners who are studying subjects related to child behaviour can be benefited through the study outcome.\u003c/p\u003e\u003cp\u003eLearning institutions that are involved with providing learning to students belong to the early childhood education stage. They can be able to collaborate properly with parents and assist the parents to enhance the moral education of the early childhood learner. Hence, stakeholders associated with early childhood education can be benefited from different ways through the insight generated by the study.\u003c/p\u003e\u003cp\u003eThe study is focused to address the aspect related to the impact of attention level and feedback giving capability on the development of social and emotional competence of the children particularly in the age group of 3\u0026ndash;6 years. This study is also capable of comparing the impact of parental involvement in different regions; however, it especially focuses on the early childhood education of China. Along with this, the study is also attempting to explore different parental actions, behaviours and educational strategies that can be effective for teaching moral values at home.\u003c/p\u003e\u003cp\u003eThis study is also trying to examine children\u0026rsquo;s ability to interact with their peers and other adults based on the learned interpersonal skills such as empathy, communication and more based on the perspective of parents. The analysis presented in the later parts of this study is also effective for the analysis of children\u0026rsquo;s emotions and how they are able to regulate the same along with understanding the emotions of others. The study is attempting to identify both quantitative as well as qualitative indicators for the assessment of the impact of parental involvement and its impact on the emotional as well as social skills of the children from early childhood.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Social Learning Theory\u003c/h2\u003e\u003cp\u003eAccording to Kurt (2020), Bandura's social learning theory greatly compared to other experts on learning who believe that punishment, reinforcement, and training directly lead to learning (as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). According to Bandura, the majority of human behaviour is picked up through modelling, replication, and monitoring. McLeod (2024) stated that the theory places a strong emphasis on the value of observational learning, in which people pick up information, abilities, mindsets, and opinions by seeing the behaviours of others. This leads to the modelling and embrace of observed behaviours.\u003c/p\u003e\u003cp\u003eDignath \u0026amp; Veenman (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) claimed that it was impossible for observational learning to take place without mental functioning. The acquisition of an innovative reaction is determined by the mediation (i.e., intervention) of certain mental elements in the method of learning (Anderson et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As a result, people do not always copy a model's behaviour after seeing it. The mediational procedure is the term for the deliberation that comes before imitation (Vella-Brodrick \u0026amp; Gilowska, \u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As mentioned earlier, a fundamental component of social learning theory is observational learning, in which people pick up new skills and behaviours by watching others (Cilliers, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Modelling after people who are similar to individuals, high-status, educated, respected, or caring people in the world is a common step in this method (McLeod, 2024). Models are people who are observed. According to Lekše et al. (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), children are impacted by a variety of powerful role models in society, including their parents, peers, instructors, and personalities on children's television.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eAdditionally, it is based on the notion that comprehension, or creating significance, is a form of thought and behaviour that takes place in social contexts. Furthermore, curiosity, a \"need to know,\" and an overwhelming want to learn are all motivated by the prospect of future social contexts (teachthought.com, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Calling and responding instruction, vocal reading, modelling, and the guided involvement method, in which the trainer instructs the viewers to speak a phrase, are among the more common teaching techniques that incorporate social-learning concepts (Zinsser et al., \u003cspan citationid=\"CR119\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Students resemble and reproduce the action, which may help with learning.\u003c/p\u003e\u003cp\u003eIt also includes the apparent reasons and consequences of these behaviours, such as incentives and penalties, in addition to the behaviours themselves. This type of social learning happens via contemplation and prediction rather than observation (Urhahne \u0026amp; Wijnia, \u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In social learning, cycles of feedback are important. As a function of society, incentives differ, but in broad terms, a behaviour is likely to persist if it is believed to produce a consistent benefit (Carrignon et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). According to Bandura, Al-Dokhny et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) have discovered that the fourth phase of observational learning is called motivation, and it includes all types of external and internal architecture that support a person's desire to imitate and follow a certain model. The \u003cb\u003e\"scaffolding\u003c/b\u003e\" concept, which is the focus of Bandura's SLT, aids in producing the constructive behaviours necessary to thrive when they are regularly displayed.\u003c/p\u003e\u003cp\u003eBehaviourists contend that behaviour changes permanently as a result of learning. Bandura demonstrates that observational learning may take place even in the absence of novel behaviour on the part of the learner (Cilliers, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Without a doubt, students can learn beneficial behaviours using this idea. Exemplary role models may be used by educators and parents to enhance desirable behaviours and alter school culture (Cloke, 2024). Models that are encouraging inside and outside of the educational environment will assist not just every student but also the entire group as a whole.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Attention\u003c/h2\u003e\u003cp\u003eRyzhkov (2023) narrated that a state of awareness known as attention allows a person to react to one or more stimuli. Draper \u0026amp; Dingle (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) further stated that a motivating factor in psychology might be an occurrence that demands a reaction, an item, or a mandatory activity. The duration and how many items an individual can concentrate on are two aspects of attention. According to de Santana Correia \u0026amp; Colombini (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), human conduct depends on attention, which is a sophisticated cognitive process. It is a significant thought process and without attention, many brain functions, including thinking, absorbing information, and creativity, are neither feasible nor beneficial. Bialystok \u0026amp; Craik (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) further defined that without focussing attention on it, it is hard to think of anything else. Mental function includes paying attention.\u003c/p\u003e\u003cp\u003eConsequently, Narhi-Martinez et al. (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) displayed that the act of committing the mind to anything is known as attention. Selectively focussing on one object or event disregarding other others is a mental action (Alvesson et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Language input is encoded, maintained throughout working and temporary memory, and retrieved from permanent memory through the process of attention (Fuster, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Tulaskar \u0026amp; Turunen (\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) argued that the ability to pay attention is not a permanent mental state. It is a process that cannot be focused on a single item for an extended period of time. For a while, people may focus on the same thing, yet the viewer's focus gets diverted to other parts of it.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Observational Learning\u003c/h2\u003e\u003cp\u003eObservational learning refers to the process by which individuals learn new behaviours, or skills, or knowledge by how others are acting. This method differs from watching and practicing as others do it directly, or one would learn through trial and error (Roohi et al., \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This is a fundamental aspect of social development, and it is fundamental to the shaping of human behaviour in education, at work, and everywhere in between. Prominent psychologist, Albert Bandura was an innovator of the concept of observational learning using his theory of social learning.\u003c/p\u003e\u003cp\u003eHe emphasized that this learning occurs in four stages: attention, retention, reproduction, and motivation. To begin with, one must pay attention to the behaviour of the model. They need to keep the observed information which later can be used to recreate in appropriate circumstances (Oloo, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The result of this experiment showed that learning can happen without direct reinforcement but does happen through observation. In education, where students learn by observation, this is a very important case of learning, students learn to solve problems using teachers\u0026rsquo; problem-solving method or behaviour. In the workplace employees learn from experience watching experienced colleagues. Ultimately it underscores the influences of social forces on learning and behaviour.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.4 Feedback\u003c/h2\u003e\u003cp\u003eFeedback is an essential part of parental involvement in education as it helps them to understand the progress and the requirements of the child. It helps the parents to support the development and learning of the child at home. Cherry, (2024) thinks that this concept of feedback helps the parents understand what can support their children in learning. It helps to develop a strong relationship between the children and the parents which can be useful for the children to develop responsibilities, confidence, and empathy.\u003c/p\u003e\u003cp\u003eFeedback is affected for the parents to work with teachers to identify the unique needs of their children. On the other hand, feedback from the parents regarding the student's academy is invaluable for shaping educational strategies. In the context of social and emotional development in early childhood, feedback is also crucial as it provides valuable intuitions on the areas for improvement and strengths. Ahmed et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) stated it also helps educators and caregivers to customise and support the strategies for encouraging emotional regulation, healthy social interaction, and suitable well-being with a strong foundation for future success in education.\u003c/p\u003e\u003cp\u003eIn order to maintain childhood social and emotional competence, feedback can help to identify challenges like managing anger, difficulty sharing, or developing relationships. Providing feedback also helps the parents and their locators to understand the specific requirements of a child that can allow them to design individualise factors for supporting emotional and social development. Dikkumbura \u0026amp; Dharmalingam, (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) thinks that providing positive feedback regarding the performance of the children can improve their social behaviour by encouraging them and developing the skills of self-esteem. It can also provide an opportunity of developing strong emotional and social skills for the children equipped to cooperate, focus, and manage frustrations in their home or classroom.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.5 Self-efficacy\u003c/h2\u003e\u003cp\u003eSelf-efficacy is important because it helps people think, feel and behave in challenging situations. People who have high self-efficacy are more likely to persevere, use problem solving strategies and are more robust; people with low self-efficacy are having doubts in capabilities and will not do the difficult one (Asakura et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Self-efficacy is shaped by four primary factors: mastery experiences, vicarious experiences, social persuasion, and emotional states.\u003c/p\u003e\u003cp\u003eThe primary source of self-efficacy is mastery experiences, or successfully finishing tasks, because it instills confidence in ability to do things (Daradkeh, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Self-efficacy is also increased by vicarious experiences, for example viewing others succeed, especially if the actor is viewed as being similar to the observer. In all three fields, from education to health or workplace performance, self-efficacy has serious consequences. Self-efficacy is essential to inducement of motivation, persistence, and personal growth.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e2.6 Motivation\u003c/h2\u003e\u003cp\u003eMotivation is the inner process that compels people to act, goal, or others needs or desire. Motivation may arise from inside for one\u0026rsquo;s personal values and goals or from outside rewards, recognition, or social expectation (Sadiqzade, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It is a force that energises, directs and sustains behaviour, to the extent that people can do things they could not do on their own.\u003c/p\u003e\u003cp\u003eMotivation is typically categorized into two main types: intrinsic and extrinsic. Intrinsic motivation is a natural outcome from within the individual and is formed by satisfaction, curiosity or just doing something for the sake of accomplishing something (Arif Widodo \u0026amp; Budi Astuti, 2024). For example, a person might carry out a hobby just for the sake of it. Unlike that, extrinsic motivation has an effect on external rewards: money, praise or career advancement. Motivation is so important in every facet of life, personal development and professional achievement. Understanding and improving motivation can unlock an individual by a group, can reveal the fullest opportunity, and will lead to continued success.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e2.7 Social and Emotional Competence\u003c/h2\u003e\u003cp\u003eSocial and Emotional Competence is the ability to understand, regulate and communicate emotions, while developing appropriate means to participate in social relationships. It is the collection of skills that will help a person move from building positive relationships to making responsible decisions to succeeding in different social and emotional contexts. However, these competencies would lay a solid foundation for one\u0026rsquo;s personal well-being, effective communication and interpersonal success. Social and emotional competence consists of six key components \u0026ndash; self-awareness, self-regulation, social awareness, relationship skills and responsible decision making (Ye Shengyao et al., \u003cspan citationid=\"CR113\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Self-awareness means detecting one\u0026rsquo;s moods, good and bad voices, as well as the skills and limitations while self-regulation has to do with leading one\u0026rsquo;s moods, emotions, and actions. Social awareness includes awareness and feeling for other people, respect for humility.\u003c/p\u003e\u003cp\u003eDecision making that requires responsible decisions means it evaluates situations, considers ethical standards, and chooses actions which are good for us and others. Social and emotional competence develops with time based on experiences, reflection, with caretakers, educators and peers (Spigner, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). However, it has an important role in different parts of life, including academic performance, work performance. Students with great social and emotional skills do well in academics and make good peer relationships. Likewise, workforce emotionally competent people help in teamwork, leadership and conflict resolution. Building social and emotional competence helps people develop the creative capacities to be more resilient, forge more satisfying relationships and more successfully navigate life\u0026rsquo;s challenges.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e2.8 Conceptual Framework\u003c/h2\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e2.9 Hypotheses Development\u003c/h2\u003e\u003cp\u003eCasino-Garc\u0026iacute;a, Llopis-Bueno \u0026amp; Llinares-Insa (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Iqbal et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasized that sustained parental attention enhances children\u0026rsquo;s emotional regulation and coping skills, fostering effective emotional recognition and response. Alzoubi \u0026amp; Aziz (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found such attention also contributes to secure attachment, promoting emotional stability and adaptability from an early age. S\u0026aacute;nchez-Pujalte et al. (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted that attentive parental behavior encourages children to internalize moral values and apply them in social contexts. Iqbal et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Llopis-Bueno \u0026amp; Llinares-Insa (2021) highlighted reduced aggression and antisocial behaviors due to reinforcement of positive conduct. Jim\u0026eacute;nez-Pic\u0026oacute;n et al. (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found that consistent attention builds self-esteem, enhancing social engagement.\u003c/p\u003e\u003cp\u003eFurther, Bru-Luna et al. (2021) and Iqbal et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) observed that parental attention sharpens awareness of social cues, aiding successful interactions. S\u0026aacute;nchez-Pujalte et al. (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted that such attention fosters stronger friendships and social competencies, while Casino-Garc\u0026iacute;a et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) linked it to increased kindness, cooperation, and social responsibility.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH1: Attention has a significant impact on Social and Emotional Competence\u003c/b\u003e\u003c/p\u003e\u003cp\u003eKang, Pineda Hern\u0026aacute;ndez \u0026amp; Mei (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found that children learn ethical values through observing parental behavior. Rollwage et al. (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Dou et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) asserted that witnessing compassion fosters empathy. Jha et al. (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Molero Jurado et al. (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) linked observed parental stress management to improved emotional regulation in children. Observing conflict resolution techniques promotes constructive strategies (Chang \u0026amp; Tsai, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), while Dou et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasized that observational learning transmits moral and cultural norms intergenerationally. Molero Jurado et al. (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Rollwage et al. (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) demonstrated that positive role models curb hostility and encourage pro-social behaviors.\u003c/p\u003e\u003cp\u003eChang \u0026amp; Tsai (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) noted that observational learning enhances emotional recognition and social adaptability. Jha et al. (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Dou et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that children imitate acts of kindness, and Kang, Pineda Hern\u0026aacute;ndez \u0026amp; Mei (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) highlighted that children manage emotions by mirroring adult behavior.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH2: Observational Learning has a significant influence on Social and Emotional Competence\u003c/b\u003e\u003c/p\u003e\u003cp\u003ePapoutsi, Drigas \u0026amp; Skianis (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found that constructive feedback clarifies socially acceptable behaviors, while Aldrup, Carstensen \u0026amp; Klusmann (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) highlighted its role in fostering reflection and emotional regulation. Campbell et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Bardach, Klassen \u0026amp; Perry (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) showed that emotionally attuned feedback improves situational responses. Lameras \u0026amp; Arnab (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized feedback\u0026rsquo;s role in framing mistakes as learning opportunities. Pi\u0026ntilde;eiro-Cossio et al. (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Nair \u0026amp; Yunus (\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted that regular feedback enhances expression and communication.\u003c/p\u003e\u003cp\u003eKamalov, Santandreu Calonge \u0026amp; Gurrib (2023) found that feedback aids ethical decision-making and conflict resolution. Papoutsi et al. (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) highlighted its reassurance function. Chang \u0026amp; Tsai (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) underscored the value of immediate feedback in correcting negative behaviors, while Bardach et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) noted its role in navigating peer interactions. Aldrup et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) linked feedback to resilience, confidence, and adaptability.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH3: Feedback has a significant effect on Social and Emotional Competence\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWang et al. (\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Mauriz et al. (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted that high self-efficacy fosters stronger social connections. Wang (\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasized emotional management, while Us\u0026aacute;n Superv\u0026iacute;a \u0026amp; Qu\u0026iacute;lez Robres (\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Bing et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) linked problem-solving confidence to effective coping. Pellerone (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) highlighted persistence in social challenges. Zheng, Heydarnejad \u0026amp; Aberash (\u003cspan citationid=\"CR118\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Tramontano, Grant \u0026amp; Clarke (\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found self-efficacy supports initiating and managing friendships. Superv\u0026iacute;a, Bord\u0026aacute;s \u0026amp; Robres (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) connected it to expressive confidence, while Han \u0026amp; Wang (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) associated it with leadership qualities.\u003c/p\u003e\u003cp\u003ePellerone (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Cabrera-Aguilar et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found self-efficacy encourages compassion and views challenges as growth opportunities. Zheng et al. (\u003cspan citationid=\"CR118\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) noted ethical decision-making links, while Mauriz et al. (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Us\u0026aacute;n Superv\u0026iacute;a \u0026amp; Qu\u0026iacute;lez Robres (\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized open emotional sharing. Wang et al. (\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) linked it to adaptability in new settings.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH4: Self-efficacy has a significant impact on Social and Emotional Competence\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGumasing et al. (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Lin, Fan \u0026amp; Guo (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) noted that parental attention fuels children\u0026rsquo;s motivation. Zeng et al. (\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found it enhances goal setting and accomplishment. Basalamah (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) highlighted the importance of emotional support, while Martin et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) noted that attention boosts curiosity and enthusiasm. Lin et al. (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized recognition\u0026rsquo;s role in reinforcing motivation. Wang \u0026amp; Xue (\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) linked consistent attention to self-regulation. Li (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Grogan et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) noted its role in fostering engagement and learning ownership. Zeng et al. (\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) also reported that recognition increases responsibility.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH5: Attention has a significant impact on Motivation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eObservational learning shapes motivation through modeling and reinforcement (Yoon, Scopelliti \u0026amp; Morewedge, \u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Xu (2021) noted its role in reinforcing learned behaviors, and Asakura et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasized attention to modeled behavior as a determinant of motivation. Greitemeyer (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) asserted that children adopt prosocial values observed in parents, stimulating prosocial behavior and self-driven actions.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH6: Observational Learning has a significant effect on Motivation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFeedback influences motivation through performance insights and reinforcement. Aguilar (2022) found it fosters intrinsic motivation, while Wisniewski, Zierer \u0026amp; Hattie (\u003cspan citationid=\"CR111\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) emphasized its role in bridging performance gaps and enhancing self-regulation. Guo \u0026amp; Zhou (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) asserted feedback types (e.g., directive, motivational) influence achievement-related motivation. Feedback fosters autonomy and strengthens parent-child bonds, as shown by Vansteenkiste, Ryan \u0026amp; Soenens (\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), who also warned against overly critical feedback.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH7: Feedback has a significant influence on Motivation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSelf-efficacy, as a motivational construct, drives engagement, persistence, and achievement (Schunk \u0026amp; DiBenedetto, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Ugwuanyi, Okeke \u0026amp; Ageda (\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) noted that motivation is influenced by the perceived likelihood of success. Schunk \u0026amp; DiBenedetto (\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized self-efficacy\u0026rsquo;s foundation in social persuasion and experience. Graham (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) linked it to self-regulation and belief in one\u0026rsquo;s ability to affect outcomes. Goal specificity and perceived progress were shown to sustain motivation.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH8: Self-efficacy has a significant impact on Motivation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMotivation significantly contributes to social and emotional competence. Getty, Barron \u0026amp; Hulleman (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted that task value influences engagement, while Reeve (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasized that motivation supports active listening, empathy, and collaboration. Motivation also fosters perseverance and emotional development (Collie, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Collie et al. (2024) asserted that perceived competence and motivation reinforce adaptive behaviors and personal development.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH9: Motivation has a significant impact on Social and Emotional Competence\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e2.10 Literature gap\u003c/h2\u003e\u003cp\u003eMost of the studies in the past have focussed on single cultural contexts which has limited the understanding of how diverse cultural values can impact parental involvement in moral education. There is also a lack of long-term studies which have tracked the impact of home-based moral education on children\u0026rsquo;s social and emotional competence over time. Research has also not delved into the role of single parents and extended family in moral education for children.\u003c/p\u003e\u003cp\u003eAlong with this, there are also very few studies in the past which have tried to understand the unique contribution of fathers in the moral and emotional development of children. There is also no universally accepted structured framework to measure parental involvement in moral education and its impact on the social and emotional competence of children. Research in the past related to the current study also lacks in analysing how economic status can have an impact on parental approaches taken for home-based moral education.\u003c/p\u003e\u003cp\u003eStudies in the past have rarely examined how digital parenting and media exposure can impact the moral development of children at their homes. Furthermore, there is also limited research which has explored whether parents consciously adopt moral education strategies or if they transmit values in an unconscious way. It is also seen that there is a need for more studies which have compared the effectiveness of home-based versus school-based moral education. There have been very few studies which have explored whether parental involvement in moral education affects the boys or the girls more or any differently. Along with this, there is very little research on how parental stress, work-life balance and mental health can have an effect on moral education for children as well.\u003c/p\u003e\u003cp\u003eMost research in the past has kept its focus on parental influence but has ignored how siblings or grandparents can also contribute to moral education of children. There are also limited studies which have tested structured home-based moral education interventions and their measurable effect on children's social or emotional competence. Furthermore, studies have also not adequately explored how parents use social media for teaching moral values and its effectiveness. Along with this, most of the research and the past related to the current study is Western centric, which has lacked the perspective from Asia, African and Latin American family structures. Research in the past has often focused just on parental approaches rather than children's perspectives on home-based moral education.\u003c/p\u003e\u003cp\u003eIt has also been seen that there is very little investigation into the neurological basis of how parental involvement in moral education can have an impact on brain development related to emotions among the children. Research in the past has rarely examined how moral education is adapted for children with disabilities or neurodiverse conditions. There is also a lack of studies related to analysis of how different social classes have prioritised moral education and emotional intelligence.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Methods","content":"\u003cp\u003eThis study investigates the role of parental involvement in home-based moral education in enhancing social and emotional competence during early childhood. A \u003cb\u003emixed-methods research design\u003c/b\u003e is adopted to support the \u003cb\u003ecomparative nature\u003c/b\u003e of the study and provide a robust analytical framework (George, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The mixed-method approach allows the integration of \u003cb\u003equantitative\u003c/b\u003e and \u003cb\u003equalitative\u003c/b\u003e data, offering both \u003cb\u003eobjective generalizations\u003c/b\u003e and \u003cb\u003esubjective depth\u003c/b\u003e, which are essential for addressing the complex nature of early childhood development.\u003c/p\u003e\u003cp\u003eQuantitative analysis is used to test the proposed hypotheses and identify statistically significant relationships among variables. Complementarily, qualitative analysis provides deeper insights into the contextual and environmental factors influencing the learning process. As George (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) notes, mixed methods enable comprehensive data interpretation by combining generalizability with contextual richness. Moreover, this design offers the \u003cb\u003eflexibility\u003c/b\u003e to explore different dimensions of the research problem, ultimately contributing to a more \u003cb\u003eholistic understanding\u003c/b\u003e of the impact of parental involvement on child development.\u003c/p\u003e\u003cp\u003eGiven the mixed-methods design, both \u003cb\u003eprimary and secondary data\u003c/b\u003e are utilized. The \u003cb\u003eprimary data\u003c/b\u003e are collected through a \u003cb\u003esurvey\u003c/b\u003e, targeting parents of early childhood-aged children. Surveys are particularly effective for gathering \u003cb\u003eobjective, first-hand information\u003c/b\u003e from a large sample, while also reducing error and respondent bias (Stantcheva, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This method aligns well with the quantitative component of the study.\u003c/p\u003e\u003cp\u003eThe \u003cb\u003esecondary data\u003c/b\u003e, used to inform the qualitative component, are derived from published \u003cb\u003epeer-reviewed articles and journals\u003c/b\u003e. These sources provide \u003cb\u003eunstructured, nuanced perspectives\u003c/b\u003e on parental involvement and child development, enabling a rich thematic analysis. The secondary data also help triangulate findings, enhancing the overall reliability and credibility of the research (Damyanov, 2023).\u003c/p\u003e\u003cp\u003eUsing both primary quantitative and secondary qualitative data enables the researcher to tackle the research problem from multiple angles and supports the validation of research questions and hypotheses. This \u003cb\u003edual data collection approach\u003c/b\u003e is particularly beneficial for complex, multifactorial studies such as this one.\u003c/p\u003e\u003cp\u003eIn line with the mixed-methods design, \u003cb\u003edistinct sampling strategies\u003c/b\u003e are employed. The \u003cb\u003etarget population\u003c/b\u003e for the quantitative survey includes \u003cb\u003eparents of children under the age of six\u003c/b\u003e living in \u003cb\u003eBeijing, China\u003c/b\u003e. As per UNICEF (2020), approximately \u003cb\u003e27% of Beijing families\u003c/b\u003e have young children, suggesting a population size between \u003cb\u003e300,000 and 500,000\u003c/b\u003e. Given this, the \u003cb\u003eKrejcie \u0026amp; Morgan (1970) table\u003c/b\u003e is used to determine an appropriate sample size. For a population above 100,000, a minimum sample of \u003cb\u003e384\u003c/b\u003e is recommended; this study selects \u003cb\u003e424\u003c/b\u003e participants to enhance statistical power (nursesrevisionuganda.com, 2023).\u003c/p\u003e\u003cp\u003eA \u003cb\u003esimple random sampling\u003c/b\u003e technique is used to minimize selection bias and ensure each individual has an equal probability of being included. For qualitative data, \u003cb\u003erelevant scholarly articles\u003c/b\u003e are selected through a \u003cb\u003ePRISMA framework\u003c/b\u003e, which ensures a rigorous inclusion and exclusion process.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003ePRISMA Framework Summary (as shown in\u003c/b\u003e Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eInitial articles identified\u003c/b\u003e: 10,000.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eExclusions (non-English, duplicates, inaccessible)\u003c/b\u003e: removed early\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eScreening exclusions (pre-2020)\u003c/b\u003e: 2,000\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eEligibility exclusions (irrelevant/insufficient content)\u003c/b\u003e: 4,994\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eFinal articles included\u003c/b\u003e: 6\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstruments\u003c/b\u003e for data collection include \u003cb\u003eclosed-ended questionnaires\u003c/b\u003e aligned with the study\u0026rsquo;s variables. These instruments allow efficient and reliable measurement of respondents\u0026rsquo; experiences and perceptions (Baburajan, e Silva \u0026amp; Pereira, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A \u003cb\u003edemographic questionnaire\u003c/b\u003e is also used to gather information on participants\u0026rsquo; age, gender, and ethnicity. For qualitative analysis, selected articles serve as the primary data source.\u003c/p\u003e\u003cp\u003eThis study integrates \u003cb\u003eboth quantitative and qualitative analysis\u003c/b\u003e techniques. The \u003cb\u003equantitative survey data\u003c/b\u003e are analyzed using \u003cb\u003eIBM SPSS\u003c/b\u003e and \u003cb\u003eSmartPLS\u003c/b\u003e. SPSS is used for initial data preparation, including reliability checks and descriptive statistics, followed by \u003cb\u003eregression analysis\u003c/b\u003e to test the relationships among variables (Rahman \u0026amp; Muktadir, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; tejwin.com, 2024). SPSS also generates charts and tables to visually represent findings.\u003c/p\u003e\u003cp\u003eTo examine \u003cb\u003emediation effects\u003c/b\u003e, particularly the role of the learning environment in the relationship between parental involvement and social-emotional competence, a \u003cb\u003eSobel test\u003c/b\u003e is employed. \u003cb\u003eSmartPLS\u003c/b\u003e complements SPSS by enabling \u003cb\u003ePartial Least Squares Structural Equation Modeling (PLS-SEM)\u003c/b\u003e. This allows assessment of \u003cb\u003econvergent and discriminant validity\u003c/b\u003e and enhances the \u003cb\u003ereliability\u003c/b\u003e of the measurement and structural models.\u003c/p\u003e\u003cp\u003eThe \u003cb\u003equalitative data\u003c/b\u003e are analyzed using \u003cb\u003ethematic analysis\u003c/b\u003e, which involves coding text, identifying patterns, and generating themes. This approach is useful for uncovering emerging insights and understanding \u003cb\u003econtextual factors\u003c/b\u003e that influence parental involvement and child development (dechalert, 2024). The thematic method provides depth and flexibility, enabling exploration of nuanced relationships not captured through quantitative metrics.\u003c/p\u003e\u003cp\u003eTogether, these methods provide a \u003cb\u003ecomprehensive and multifaceted analysis\u003c/b\u003e, strengthening the validity and applicability of the research findings.\u003c/p\u003e\u003cp\u003eGiven the involvement of human participants and a mixed-methods approach, \u003cb\u003eethical considerations\u003c/b\u003e are paramount. Informed consent is obtained from all participants, and \u003cb\u003econfidentiality\u003c/b\u003e is strictly maintained. No identifiable personal data are disclosed. The \u003cb\u003eprivacy and autonomy\u003c/b\u003e of respondents are respected throughout the process (Czarnota-Bojarska, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMoreover, the research adheres to the principles of \u003cb\u003eintegrity, transparency, and consistency\u003c/b\u003e, ensuring trustworthiness and compliance with academic standards (Zhaksylyk et al., \u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Ethical approval is obtained prior to data collection, and all secondary data sources are appropriately \u003cb\u003eacknowledged and cited\u003c/b\u003e.\u003c/p\u003e\u003cp\u003eThe study avoids any form of \u003cb\u003emanipulation or coercion\u003c/b\u003e, and all data handling complies with relevant \u003cb\u003edata protection regulations\u003c/b\u003e. These ethical measures uphold the quality and credibility of the research and ensure respect for all stakeholders involved.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Quantitative Analysis\u003c/h2\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e4.1.1 Demographic Analysis\u003c/h2\u003e\u003cp\u003eDemographic analysis for a quantitative study is conducted for understanding the frequencies related to the demographic characteristics of the different sample members from whom the data is collected for a study. The demographic features for this study includes the age, gender and ethnicity of the respondents. The survey responses were analysed statistically reflecting the data presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic Analysis\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCount\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eColumn N %\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e179\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e42.2%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e245\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e57.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBelow 25 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e19.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e26 to 35 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e138\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e32.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e36 to 45 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e108\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e25.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbove 45 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e97\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e22.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eEthnicity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eZhuang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e17.0%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHui\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e123\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e29.0%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHan\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e21.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMiao\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e122\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e28.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOthers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBased on the findings that can be seen in Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, a total of 245 participants of the study were female and 179 participants were male. This displays the higher inclusion or interest of females in the study compared to males. It is evidently seen that 138 participants were in the age group of 26\u0026ndash;35 years. A total of 108 participants were also in the age group of 36\u0026ndash;45 years as well for the current study. This indicated that most of the participants of the study were young parents, indicating their interest in understanding the benefits of home-based moral education. Lastly, the above table also shows that most participants (total of 123 participants) belonged to the ethnicity of Hui whereas 122 participants also belong to the ethnicity of Miao for the current study. The remaining 91 and 72 participants also belonged from the ethnicity of Han and Zhuang respectively.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section3\"\u003e\u003ch2\u003e4.1.2 Reliability Analysis\u003c/h2\u003e\u003cp\u003eReliability in statistics is the level of consistency with which the same research methods can generate similar results at different time periods in similar situations. To measure reliability in a quantitative study, the value of Cronbach Alpha is calculated which indicates the level of reliability. The value of Cronbach is supposed to be in the range of 0.7\u0026ndash;0.9 for ensuring proper reliability. Values lower than 0.7 and more than 0.9 both implies the study could have used more reliable research methods for greater consistency of results.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eReliability Test Results\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eReliability Statistics\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCronbach's Alpha\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCronbach's Alpha Based on Standardized Items\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN of Items\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e.884\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.884\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs can be seen in Table \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the calculated Cronbach alpha for the current study is 0.884. This value is within the required range, which makes the research methods quite reliable. This indicates that the same research methods may be able to generate consistent results in the future with similar situations and study topics\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003e4.1.3 Pearson\u0026rsquo;s Correlation\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePearson\u0026rsquo;s Correlation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e\u003cp\u003eCorrelations\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.959\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.950\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.985\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.806\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.992\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.959\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.960\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.953\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.808\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.961\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.950\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.960\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.945\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.802\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.952\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.985\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.953\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.945\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.809\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.993\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.806\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.808\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.802\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.809\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.817\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.992\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.961\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.952\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.993\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.817\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e424\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e\u003cp\u003e**. Correlation is significant at the 0.01 level (2-tailed).\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e uses Pearson correlation values to indicate how strongly the various components (A, OL, F, S, and M) are connected to SEC and to the others. The Pearson Correlation analysis has shown that the dependent variable SEC has an extremely strong connection with Attention (A) (0.992) and Self-efficacy (S) (0.993). It indicates that Attention (A) and Self-efficacy (S) are especially strongly correlated with Social and Emotional Competence (SEC). The p-value (0.000) indicates that the association is statistically significant. Observational Learning (OL\u0026thinsp;=\u0026thinsp;0.961) and Feedback (F\u0026thinsp;=\u0026thinsp;0.952) are similarly strongly attached to SEC. Their high correlation values indicate that they have a substantial effect on Social and Emotional Competence (SEC). Motivation (M\u0026thinsp;=\u0026thinsp;0.817) has an average connection with SEC, which is still significant but not as much as the remaining factors. The analysis indicates that all of these variables (A, OL, F, S, and M) have a high correlation with one another.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\u003ch2\u003e4.1.4 Convergent validity\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eOuter loadings\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOuter loadings\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM1 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.857\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM2 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.840\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM3 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.748\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM4 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.749\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM5 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.838\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM6 \u0026lt;- M\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.783\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF1 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF2 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.842\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF3 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.757\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF4 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.766\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF5 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.768\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF6 \u0026lt;- F\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.783\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS1 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.830\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS2 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.842\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS3 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.726\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS4 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.761\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS5 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.819\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS6 \u0026lt;- S\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.792\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA1 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.817\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA2 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.831\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA3 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.752\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA4 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.768\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA5 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.813\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA6 \u0026lt;- A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.773\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSEC \u0026lt;- SEC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.700\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL1 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.826\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL2 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.832\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL3 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.715\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL4 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.782\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL5 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.809\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL6 \u0026lt;- OL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.759\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eConvergent validity is analysed in order to determine the value of outer loading for each of the constructs or items selected for measuring the variables. If the values of the outer loadings are obtained to be less than 0.7, then it is not satisfying the required threshold of analysis. It can be seen from the Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e about outer loading stable that all of the items selected under the four major independent variables in the research have generated outer loading values that are within the required range of 0.7 to 0.9. This portrays a strong relationship to be existing between the constructs of the variables. None of the constructs required revaluation or removal and hence satisfied the study. The accuracy of the items selected in the survey for gathering data is ensured.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\u003ch2\u003e4.1.5 Discriminant validity\u003c/h2\u003e\u003cp\u003eDiscriminant validity is performed with the help of two tests, the Heterotrait-Monotrait Ratio and Fornell-Larcker Criterion. On satisfaction of their respective criteria, the validity of the items are ensured.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eHTMT test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.739\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.743\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.708\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.740\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.816\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.752\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.680\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.733\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.773\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.774\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.745\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.831\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.818\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.827\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.743\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe HTMT test is conducted in order to assess the discriminant validity of the latent variables within the structural equation model. HTMT ratio is satisfied, proving the presence of insufficient discriminant validity if the value is obtained to be within the range of 0.85. HTMT ratio within this threshold controls that the two latent variables are distinct and are able to measure different constructs in the study (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e). The table above portrays that all of the latent variables are able to measure distinct constructs since the values are obtained to be less than 0.85 for all of the variables. Hence, the accuracy of the items reflected for the survey is ensured, along with the responses collected\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFornell Larcker Criterion\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.773\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.805\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.756\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.743\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.765\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.748\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.784\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.762\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSEC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.816\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.751\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.792\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.791\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.800\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.809\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.759\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.750\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.756\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.760\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.757\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe Fornell Larcker criterion is used in order to assess the discriminant validity of the latent variables while calculating the square root of the AVE for each latent variable. If the square root of AVE for the latent variable is greater than correlation with other variables, then there is presence of discriminant validity. In the case of the Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, it is seen that the majority of the latent variables have a square root of a value that is less than the square root of its correlation with other variables. Hence, there is less chance of discriminant validity from affecting the findings of the study.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003e4.1.6 Multiple regression\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMultiple Regression analysis\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.053\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.013\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-4.011\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.078\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.027\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.417\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.026\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.412\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e16.133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.366\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.468\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.040\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.039\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.249\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.025\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.075\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.524\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.128\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.007\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.055\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.516\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.512\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e21.432\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.469\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.564\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.020\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.007\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.020\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.848\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.006\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.033\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: SEC\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe table above (Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e) shows the results of a multiple regression analysis, which examines how different factors (A, OL, F, S, and M) influence the dependent variable, SEC. The initial value of SEC, which is constant (-.053) and all predictors are zero shows the statistical significance (p\u0026thinsp;=\u0026thinsp;0.000). The table further shows that Attention (A) and Self-efficacy (S) have the strong and positive effect with a high t value of 16.133 and 21.432 respectively. Whereas, Observational Learning (OL) and Motivation (M) have a little less impact alongside a non-significance value of Feedback with 1.524. This determines that the variables Attention, Self-efficacy and observational learning all as an independent variable have a strong relationship with the dependent variable. In addition to this, the mediating variable is also observed to be having a strong relation with the dependent variable.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\u003ch2\u003e4.1.7 Sobel Test\u003c/h2\u003e\u003cp\u003eThe Sobel test is conducted with the objective of analysing the mediating impact of the selected variable on the relationship between the independent and dependent variables. The t-statistics value of the variable is used for measuring the sobel test, and is satisfied of the value is obtained to be more than 1.96 (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRelationship between Motivation and Social and Emotional Competence\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.488\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.086\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5.671\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.319\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.657\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.800\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.028\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.817\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e29.074\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.746\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.854\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: SEC\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRelationship between Attention and Motivation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.595\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.090\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e6.631\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.418\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.771\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.833\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.030\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.806\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e27.977\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.775\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.892\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: M\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eIt is evident from Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e above the t statistics value for Motivation (M) is 29.074 and for Attention (A) with Motivation (M) it is 27.977. Utilising both these values and overall t-statistics for sobel test was generated to be 20.159. Since this value is more than the required range, the mediating impact of the Motivation (M) on the relationship between Attention (A) level and social and emotional competence is proven to be present.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRelationship between Observational Learning and Motivation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.538\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.091\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5.914\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.359\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.717\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.845\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.030\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.808\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e28.182\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.786\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.904\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: M\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eIn case of the second variable (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e), the t-statistics for Observational Learning (OL) is obtained to be 28.182. Keeping the t-statistic value between social and emotional competence and Motivation (M) to be consistent at 29.074 the sobel test t-statistic value is obtained to be 20.235. The mediating impact of the Motivation (M) is also satisfied in this relationship.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRelationship between Feedback and Motivation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.619\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.090\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e6.873\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.442\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.796\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.823\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.030\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.802\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e27.596\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.765\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.882\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: M\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eAs per Table \u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e11\u003c/span\u003e, the t-statistics for Feedback (F) is obtained between 27.596. Keeping the t-statistics value between Motivation (M) and social and emotional competence constant at 29.074, the sobel test value is obtained to be 20.0.015. This t-statistics value proves the mediating impact of the Motivation (M) between the relationship of Feedback (F) and social and emotional competence as well.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab12\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRelationship between Self-efficacy and Motivation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.600\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.089\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e6.775\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.426\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.774\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.834\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.809\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e28.293\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.776\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.892\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: M\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe final variable tested in this study is of Self-efficacy (S) and its statistics for this variable was generated to be 28.293. Keeping the other value constant at 29.074 a sobel test was conducted and the value was generated to be 20.276 (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab12\" class=\"InternalRef\"\u003e12\u003c/span\u003e). The t-statistics value was within the required range of more than 1.96 and hence the mediating impact of the Motivation (M) on the relationship between this independence variable with the dependent variable was also proven to be present.\u003c/p\u003e\u003cp\u003eOverall, it can be concluded that the maiating variable motivation has a strong mediating impact over the relationships between the independent and dependent variables in the study. The motivation of the individuals play a strong role in enhancing home-based moral education development for social and emotional competence growth.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e4.1.8 Hypotheses testing\u003c/h2\u003e\u003cp\u003eHypothesis testing in a mixed method study such as the current study is the most crucial test done for understanding the relationships between the different variables which have been developed for the study. The results of both multiple regression analysis as well as SOBEL test are used for determining whether the nine hypotheses developed for the current study are satisfied or not.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab13\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 13\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eHypothesis testing\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHypothesis\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStatus\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH1: Attention has a significant impact on Social and Emotional Competence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH2: Observational Learning has a significant influence on Social and Emotional Competence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH3: Feedback has a significant effect on Social and Emotional Competence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNot satisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH4: Self-efficacy has a significant impact on Social and Emotional Competence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH5: Attention has a significant impact on motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH6: Observational learning has a significant effect on motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH7: Feedback has a significant influence on motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH8: Self-efficacy has a significant impact on Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH9: Motivation has a significant impact on Social and Emotional Competence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfied\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab13\" class=\"InternalRef\"\u003e13\u003c/span\u003e shows that based on the results of multiple regression analysis, the first two hypotheses of the current study are satisfied. This indicates that Attention (A) and Observational Learning (OL) both have a significant impact on Social and Emotional Competence (SEC) in early childhood. Based on this, it can be said with greater Attention (A) level and better Observational Learning (OL), the social and emotional competence in early childhood can also increase. The hypothesis testing has further shown that Feedback (F) does not have a significant relationship with social and emotional competence in early childhood. This indicates that with better Feedback (F) there might not be any change in the social and emotional competence in early childhood.\u003c/p\u003e\u003cp\u003eThe hypothesis testing above further has shown that Self-efficacy (S) has a significant impact on Social and Emotional Competence (SEC) in early childhood. Changes in Self-efficacy (S) for the children there can develop changes in Social and Emotional Competence (SEC) in early childhood. The SOBEL test results have led to the satisfaction of the hypotheses related to the mediating variable (Motivation). It is leading to the understanding that Motivation (M) mediates the relationships between each of the independent variables (Attention, Observational Learning, Feedback and Self-efficacy) and the dependent variable (Social and Emotional Competence in early childhood). Hence, the level of motivation children have would have an impact over their social and emotional competence\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e4.2 QUALITATIVE ANALYSIS\u003c/h2\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003e4.2.1 Parental Influence and Self-Efficacy in Shaping Observational Learning Among Children\u003c/h2\u003e\u003cp\u003eObservational learning is closely tied to enhanced self-efficacy, and parental involvement plays a pivotal role in fostering both (Grenner, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Parental education not only influences children\u0026rsquo;s learning behaviors but also shapes the beliefs and internalized concepts that underlie self-efficacy. As children model parental actions, their sense of agency strengthens, reinforcing learning through imitation.\u003c/p\u003e\u003cp\u003eKwon, Shin, \u0026amp; Shin (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) further highlight that parental support significantly enhances observational learning, alongside the influence of educators. The presence of vicarious experiences, often modeled by parents, contributes to successful learning outcomes and elevated self-efficacy. Qualitative data also reveal that observational learning is shaped by the dynamic interplay of personal, environmental, and behavioral factors. Through external influence, parents can cultivate a broad range of competencies in children by modeling behaviors that promote adaptability and resilience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003e4.2.2 Parental Attention in Moral Education and Its Effect on Emotional Regulation\u003c/h2\u003e\u003cp\u003eParental attentiveness to moral development significantly impacts children's emotional regulation. When parents engage by participating in learning environments or showing interest in moral instruction, they foster emotional security and enable children to express and regulate their emotions more effectively. Practices such as passive distilled reinforcement, where parents attentively listen and guide children through emotional challenges, support emotional maturity. Conversely, neglect or lack of involvement can lead to difficulties in managing anger, anxiety, and frustration (Nzuruba, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eParental availability reflects their broader socioeconomic and emotional contexts. As Blanden, Doepke, \u0026amp; Stuhler (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) note, economic constraints may limit parents\u0026rsquo; time and capacity for moral guidance, leading to socioemotional challenges in children. Yet even brief, meaningful interactions\u0026mdash;such as discussing daily experiences can foster emotional growth. Attentive parental care acts as an ethics of care, laying a foundation of emotional security and resilience.\u003c/p\u003e\u003cp\u003eMotivation and feedback are critical in developing emotional competence. Encouraging environments, where emotions are validated, enable children to explore and regulate feelings constructively. Classrooms and homes that promote discipline with empathy nurture emotional expression, creativity, and self-esteem (Mills, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). When children feel heard and supported, they are more likely to express emotions freely, fostering emotional intelligence.\u003c/p\u003e\u003cp\u003eFeedback, both positive and corrective, is essential for developing self-awareness and emotional regulation. Constructive feedback helps children discern appropriate behavior without undermining confidence (Ahmed et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Techniques such as role-play and storytelling offer children vicarious experiences to understand emotions and develop empathy (Mills, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Emotional coaching, such as teaching calming strategies, equips children with tools to manage stress and fosters long-term resilience.\u003c/p\u003e\u003cp\u003ePositive modeling by caregivers, teachers, and peers shapes social behavior and emotional intelligence. Supportive environments that emphasize cooperation and trust encourage relational development and motivation (Mills, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In contrast, emotionally unsupported environments risk low emotional awareness and underdeveloped regulation skills. Thus, child-friendly, emotionally resilient learning spaces are crucial for emotional and social growth.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003e4.2.3 Parental Involvement Styles and Their Influence on Child Social and Emotional Competence\u003c/h2\u003e\u003cp\u003eParental involvement directly shapes the development of social and emotional competencies. Among the various styles, the \u003cb\u003eauthoritative\u003c/b\u003e model characterized by high responsiveness and reasonable demands is identified as the most effective. It balances discipline with emotional support, fostering both obedience and open communication (Fan, Feng \u0026amp; Zhang, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Secondary data further indicate that attentive engagement with children\u0026rsquo;s ideas and initiatives enhances their social and emotional development.\u003c/p\u003e\u003cp\u003eIn contrast, permissive parenting, marked by high responsiveness but low demands, may offer emotional security but lacks structure for developing conflict resolution and self-regulation. Nonetheless, motivation remains a key factor in enhancing any parenting approach. Parental involvement in reading and learning activities significantly boosts motivation, self-esteem, and social competence (Fan, Feng \u0026amp; Zhang, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eParental interventions involving collaborative tasks such as games, storytelling, or shared responsibilities strengthen parent-child relationships while cultivating teamwork, empathy, and problem-solving skills. These interactions allow children to internalize pro-social behaviors within real-life contexts (Fan, Feng \u0026amp; Zhang, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). For example, co-participation in routine activities, like choosing a family movie, becomes an opportunity for teaching cooperation and decision-making.\u003c/p\u003e\u003cp\u003eBy contrast, authoritarian parenting, high in demand but low in warmth can stifle emotional expression, increasing the risk of anxiety and poor social skills. Such children often internalize fear of failure, impeding their socioemotional development. Therefore, the nature and quality of parental involvement are critical in shaping a child\u0026rsquo;s emotional intelligence and social adaptability. Parents who are both engaged and emotionally attuned provide the foundation for children to develop self-regulation, empathy, and resilience skills essential for navigating complex social environments.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThis research has delved into exploring several key factors that influence home-based moral education such as \u0026ldquo;Attention\u0026rdquo;, \u0026ldquo;Observational learning\u0026rdquo;, \u0026ldquo;Feedback\u0026rdquo;, and \u0026ldquo;Self-efficacy\u0026rdquo; along with the mediating impact of \u0026ldquo;Motivation\u0026rdquo; which are deemed to be significant with respect to the development of social and emotional competence among children. Likewise, the objectives developed regarding the role of attention in impacting social and emotional competence among children have led to the identification that attention is a key aspect in the uptake of social and emotional cues. A concept further supported by the assertions of Bialystok \u0026amp; Craik (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who have stated that mental functionality is dependent on paying attention. Furthermore, the viability of this notion is further demonstrated through the responses gathered in this regard where the p-value of .000 or a correlation of .992 between attention (A) and social and emotional competence (SEC) exhibits that attention level is imperative in developing the social and emotional competence of children.\u003c/p\u003e\u003cp\u003eConsidering observational learning as a key factor in the development of SEC among children, the objectives constructed in this context have established that observational learning is yet another crucial aspect. An exploration of qualitative sources further yields the notion that better observational learning supports learning, and reinforces, or reduces certain behaviours, depending on a variety of factors. A similar vein of opinion could be noticed in the assertions made by Greitemeyer (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who has stated that by demonstrating positive behaviours and values, parents can effectively motivate children to adopt certain traits, which can have a lasting impact on their actions and decision-making throughout life. Additionally, the statistical results acquired in this respect are further supportive of this assertion with the sig value of .025 alongside the correlation between OL and SEC of .961. Hence it can be comprehended that observational learning fosters emotional regulation and social confidence in children, as they are particularly receptive to learning through observation, and when positive behaviours and values are modelled by their parents, it can lead to a stronger internalisation of those traits.\u003c/p\u003e\u003cp\u003eFeedback has been highlighted as the information provided about an individual's performance or behaviour, intended to guide improvement or reinforce positive actions. Furthermore, Ahmed et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) have asserted that feedback helps to promote emotional regulation, healthy social interactions, and overall well-being, providing a solid foundation for future success in the educational pursuits of an individual and therefore has been ideated as a significant objective in this study. However, the results in this case demonstrate that Feedback (F) does not exhibit any significant impact on SEC as can be observed from the sig value of .128. Therefore, it can be comprehended that feedback does not contribute significantly to predicting SEC, as its coefficient is not statistically different from zero.\u003c/p\u003e\u003cp\u003eSelf-efficacy has been considered a critical aspect as it is pertinent in ensuring how individuals perceive their ability to handle social situations and regulate their emotions. It can be observed from the research conducted by Schunk \u0026amp; DiBenedetto (\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) that the notion of self-efficacy is majorly impacted by the successful completion of actions which in turn instills motivation among children thereby sufficing as an encouraging factor for them to engage in motivated behaviours. Self-efficacy has been regarded as a key component of psychological competence and is imperative to emotional management, resilience, and problem-solving skills. Likewise, the objective developed in this regard has led to the understanding that self-efficacy (S) is a valid construct that contributes significantly to predicting social and emotional competence with respective sig values of .000 indicating a significant effect thereby upholding the credibility of the assumption made in this regard.\u003c/p\u003e\u003cp\u003eMotivation has been identified as the mediating variable in this research, as it encourages individuals to engage in behaviours that are supportive of emotional regulation, positive social interactions, and personal growth. A similar vein of opinion is further noticed in the assertions made by Collie (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who has opined that social-emotional motivation is promoted by social-emotional perceptions and that both factors are major determinants of adaptive behaviours. Likewise, the objective developed in this regard focussed on exploring its impact on the development of social and emotional competence where the results highlight that the sig value acquired in the regression model is .005 thereby upholding the required threshold and hence is considered as a critical aspect. Simultaneously, the value of .817 from the Pearson Correlation analysis has further rendered the objective to be satisfactory.\u003c/p\u003e\u003cp\u003eFurthermore, the Convergent Validity conducted here exhibits that the majority of the items selected for measuring variables have outer loading values within the required range of 0.7\u0026ndash;0.9, thus indicating a strong relationship between constructs. Additionally, the HTMT test conducted herein highlights that all latent variables measure distinct constructs, with values less than 0.85 whereas as per the Fornell-Larcker test the lesser possibility of discriminant validity is observed. The Sobel tests conducted into the study further illustrates the mediating impact with respective sig values of .000 which is significantly lesser than the desired threshold of .05.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThis study concludes that parental engagement in home-based moral education plays a foundational role in shaping the social and emotional competence of children during early childhood. Parents act as the primary agents of socialization, and their intentional inculcation of moral values such as empathy, self-regulation, respect, and prosocial behavior contributes significantly to the development of children\u0026rsquo;s interpersonal and intrapersonal skills. The findings underscore that moral development is most effectively fostered through consistent modeling, dialogic interaction, and reinforcement of ethical behaviors in everyday family contexts.\u003c/p\u003e\u003cp\u003eThe comparative analysis suggests that both the intensity and quality of parental involvement have heterogeneous effects on children\u0026rsquo;s developmental outcomes. Parenting approaches characterized by warmth, responsiveness, and ethical modeling\u0026mdash;rather than authoritarian control or disengagement\u0026mdash;are more likely to yield favorable moral internalization and independent moral reasoning in children. The research also affirms the centrality of observational learning, wherein children learn not merely through instruction but through watching and imitating morally grounded behavior demonstrated by significant adults in their environment.\u003c/p\u003e\u003cp\u003e Ultimately, the study affirms that sensitive, intentional, and balanced moral guidance at home constitutes a critical protective factor in early childhood, fostering emotional resilience, social adaptability, and ethical judgment. In a developmental context where early experiences shape lifelong trajectories, moral education facilitated by parents remains one of the most potent tools for preparing children to thrive both socially and emotionally.\u003c/p\u003e\u003cp\u003eRecommendations\u003c/p\u003e\u003cp\u003eBased on the empirical insights of this study, several multi-level recommendations are proposed:\u003c/p\u003e\u003cp\u003eFor Parents:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eAllocate consistent and structured time daily to engage children in reflective conversations about moral dilemmas, emotional awareness, and socially appropriate behavior.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eModel virtuous behavior in real-life situations, allowing children to observe and internalize moral standards through naturalistic learning processes.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eCreate psychologically safe environments at home where children feel free to express emotions and explore ethical questions without fear of judgment.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eUse narratives, storytelling, and culturally rooted fables to transmit core values such as empathy, fairness, and kindness.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFacilitate prosocial engagement opportunities where children can learn cooperation, altruism, and helping behavior through participation in group activities.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFoster school-family collaboration, ensuring that home-based moral instruction aligns with educational efforts and values conveyed in formal settings.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eFor Educators and Schools:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eImplement parental workshops aimed at capacity-building for home-based moral education strategies grounded in psychological and educational research.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e Provide curated resource kits\u0026mdash;including books, media content, and age-appropriate guidelines\u0026mdash;to support parents in implementing moral education at home.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003ePromote home-school communication protocols that allow for moral development goals to be shared, coordinated, and reinforced across contexts.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eFor Policy Makers:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003ePrioritize government-supported community initiatives that educate parents about their pivotal role in children\u0026rsquo;s moral and emotional development.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eIntegrate moral education training into prenatal and postnatal parenting programs, especially in underserved communities.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eDesign culturally sensitive public awareness campaigns and media programming that elevate the role of parents as moral educators.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eIncentivize research-based parenting curricula that embed values education and are accessible across different socioeconomic strata.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eFor Society and Community:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eEncourage the promotion of ethical role models in local communities who can provide aspirational figures for both children and parents.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eDevelop community programs that respect, preserve, and integrate indigenous moral values and cultural practices into broader developmental frameworks.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eSupport inclusive environments that recognize the diversity of family structures and help all types of caregivers\u0026mdash;fathers, mothers, grandparents, and extended family members\u0026mdash;engage in the child\u0026rsquo;s moral education.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eFuture Scope of Research\u003c/p\u003e\u003cp\u003eThe current study acknowledges certain limitations which offer pathways for deeper and broader exploration in future research endeavors:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eLongitudinal Investigations: There is a pressing need for long-term, developmental studies that examine the sustained effects of parental moral engagement on social and emotional competencies into adolescence and adulthood.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eCross-Cultural Expansions: Future studies should incorporate diverse cultural and regional populations to test the generalizability and contextual adaptability of findings, especially outside the urban context of Beijing.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eFamily System Dynamics: The role of other family members such as grandparents, siblings, and extended relatives must be explored to gain a holistic understanding of home-based moral education as a collective endeavor.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eGendered Contributions: The differential influence of maternal and paternal moral engagement, and how gender roles mediate value transmission, requires further empirical examination.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eNon-Traditional Family Structures: Future research should investigate how single-parent, blended, or same-sex parent households navigate moral education, and the unique strengths and challenges they face.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eSocioeconomic and Educational Stratification: Studies must delve into how parental education levels, occupational status, and socioeconomic background influence the efficacy and methods of moral instruction.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTechnological Mediation: With the growing influence of digital media, future research could examine how technology interfaces with home-based moral education, both as a support tool and a potential disruptor.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eBy extending inquiry into these directions, the field will be better equipped to design nuanced interventions and educational models that respect the complexity and centrality of parental influence in moral development.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003ctable border=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eAttention\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eOL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eObservational Learning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eFeedback\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eSelf-Efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eMotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eSEC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eSocial and Emotional Competence\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eHTMT\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eHeterotrait-Monotrait Ratio\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eSPSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 243px;\"\u003e\n \u003cp\u003eStatistical Package for the Social Sciences\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study involved human participants and followed standard ethical procedures. Ethical approval was granted by Zhoukou Vocational College of Arts and Sciences, China. All participants were provided with a detailed Participant Information Sheet and voluntarily signed a Participant Consent Form, confirming that they understood the research purpose, procedures, and their rights, including the right to withdraw at any stage. A translator was involved where necessary to ensure full understanding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eYes. All participants provided informed consent for publication of anonymized data related to the study findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study have been deposited in the Harvard Dataverse repository and are publicly available at https://doi.org/10.7910/DVN/L4BGMM\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo external funding was received for the completion of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTian Yanyang (T.Y.) designed the study framework and led the manuscript writing.\u003c/p\u003e\n\u003cp\u003eHuang Ying (H.Y.) conducted data collection, performed analysis, and supported the literature review.\u003c/p\u003e\n\u003cp\u003eSahadat Hossain (S.H.) critically revised the manuscript and contributed to the interpretation of findings.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAll authors (T.Y., H.Y., and S.H.) reviewed and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their sincere gratitude to all the parents, children, and educators who participated in this research and generously shared their time and insights. We also thank the academic advisors and peer reviewers whose feedback helped improve the quality of this manuscript. Special appreciation goes to the supporting institutions for facilitating data access and ethical guidance throughout the study. Finally, we acknowledge the use of the Harvard Dataverse platform for data storage and sharing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAguilar, S. J. (2022, March). Experimental Evidence of Performance Feedback vs. Mastery Feedback on Students\u0026rsquo; Academic Motivation. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 556-562). https://dl.acm.org/doi/pdf/10.1145/3506860.3506916 \u003c/li\u003e\n\u003cli\u003eAhmed, Q. W., R\u0026ouml;nk\u0026auml;, A., Per\u0026auml;l\u0026auml;-Littunen, S., \u0026amp; Eerola, P. (2024). 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A unidimensional model of emotion-focused teaching in early childhood. \u003cem\u003eLearning Environments Research\u003c/em\u003e. https://doi.org/10.1007/s10984-023-09461-1\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional regulation, social interaction, parental attention, social learning, moral education","lastPublishedDoi":"10.21203/rs.3.rs-7226732/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7226732/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eMoral education is gaining significant importance nowadays and parents play an important role in this context. However, lack of awareness about effective moral education strategy and resistance caused by different reasons is observed as a barrier for parental-involvement in moral education. Effective research questions and objectives drawn to conduct research on this issue. Different hypotheses have also been developed to elaborately discuss the relationships between these variables. The investigation further defines the factors taken for this study that relates to the variables to deliver the importance of the investigation. The research work is done through a mixed-method research design. It is accomplished by analysing 6 relevant articles as well as a survey conducted with 424 parents of children having age below 6 years. Tools like IBM SPSS are used to analyse the survey data. The result obtained from the survey method shows that relationships between the independent and dependent variables are strong, except the relationship that exists between the feedback of parents as well as social and emotional competence. However, the mediating role of motivation is supported through the outcome of the study. The idea obtained through the analysis of secondary qualitative data helps in identifying the influence of parental style and factors like observational learning or attention in terms of improving the quality of social and emotional competence among learners belonging to their early childhood. It is recommended at the end of the study, future research on parental involvement can be done by considering more inclusive or diverse cultural setting to gain critical outcome.\u003c/p\u003e","manuscriptTitle":"A Comparative Analysis of Parental Involvement in Home-Based Moral Education: Effects on Early Childhood Social and Emotional Competence","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-17 04:53:18","doi":"10.21203/rs.3.rs-7226732/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e623d14a-9c54-4ebd-9ecb-259073dd0453","owner":[],"postedDate":"September 17th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-19T14:09:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-17 04:53:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7226732","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7226732","identity":"rs-7226732","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}