Parent-Child Interaction, Parental Academic Support, and Juvenile Deviance: An Empirical Analysis Based on Data from the China Education Panel Survey

Abstract

The home is the first social setting for a child. Recent years have seen extensive research on the relationship between family influences and child deviant behavior. Nevertheless, how the two proximal family factors, parent-child interaction and parental academic support, influence juvenile deviance remains unclear. Using panel data from the China Education Panel Survey (CEPS) 2014–2015, this study seeks to explore the specific mechanisms by which parent-child interaction and parental academic support influence juvenile deviance.