家长投入对中小学生学业投入的影响:有中介的调节模型

doi:10.16187/j.cnki.issn1001-4918.2015.06.10

摘要/Abstract

摘要： 以北京市12所中小学的4160名学生为调查对象,采用层次回归方法考察了家长投入对子女学业投入的影响以及家长自主支持/控制的教养风格和子女的学业心理需要满足在其中的作用。结果发现:(1)中小学生的家长投入程度随学段升高而降低;(2)家长注重在家辅导方面的投入,在参与社区及学校活动等方面的投入较为欠缺;(3)家长投入对子女的学业投入具有显著的正向预测作用;(4)家长自主支持/控制的教养风格在家长投入与子女学业投入的关系中起调节作用,且该调节效应部分地通过子女的学业心理需要满足这一中介变量产生作用。

关键词: 家长投入, 学业投入, 学业心理需要满足, 自主支持/控制的教养风格, 中小学生

Abstract: This study investigated the relationship between parent involvement and students' school engagement among 4160 students from 12 elementary and secondary schools in Beijing. The roles of autonomy-supportive/controlling parenting style as well as students' psychological need satisfaction in academic activities in this relationship were investigated and analyzed by hierarchical regression analysis. The study found that:(1) parent involvement decreased with the increase of students' grades;(2) parents involved more in the aspect of tutoring at home but less in collaborating with school and community;(3) parent involvement positively predicted students' school engagement;(4) the autonomy-supportive/controlling parenting style moderated the relationship between parent involvement and students' school engagement, and this moderated relationship was mediated partly by students' psychological need satisfaction in academic activities.

Key words: parent involvement, school engagement, psychological need satisfaction in academic activities, autonomy-supportive/controlling parenting style, elementary and middle school students

中图分类号:

G442

马虹, 姚梅林, 吉雪岩. 家长投入对中小学生学业投入的影响:有中介的调节模型[J]. 心理发展与教育, 2015, 31(6): 710-718.

MA Hong, YAO Meilin, JI Xueyan. The Influence of Parent Involvement on Students' School Engagement:A Mediated Moderation Model[J]. Psychological Development and Education, 2015, 31(6): 710-718.

参考文献

Aiken, L. S., & West, S. G.(1991). Multiple regression:Testing and interpreting interactions. Newbury Park, CA:Sage.
Anderson, K. J., & Minke, K. M.(2007). Parent involvement in education:Toward an understanding of parents' decision making. Journal of Educational Research,100(5), 311-323.
Baker, C. E.(2015). Does parent involvement and neighborhood quality matter for African American boys' kindergarten mathematics achievement? Early Education and Development,26(3), 342-355.
Barber, B. K.(1996). Parental psychological control:Revisiting a neglected construct. Child Development,67(6), 3296-3319.
Barnard, W. M.(2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review,26(1), 39-62.
Baumrind, D.(1971). Current patterns of parental authority. Developmental Psychology,4(1p2), 1-103.
Blair, S. L.(2014). Parental involvement and children's educational performance:A comparison of Filipino and US parents. Journal of Comparative Family Studies,45(3), 351.
Bronstein, P., Ginsburg, G. S., & Herrera, I. S.(2005). Parental predictors of motivational orientation in early adolescence:A longitudinal study. Journal of Youth and Adolescence,34(6), 559-575.
Catsambis, S.(2001). Expanding knowledge of parental involvement in children's secondary education:Connections with high school seniors' academic success. Social Psychology of Education,5(2), 149-177.
Chase, P. A., Hilliard, L. J., Geldhof, G. J., Warren, D. J. A., & Lerner, R. M.(2014). Academic achievement in the high school years:The changing role of school engagement. Journal of Youth and Adolescence,43(6SI), 884-896.
Cheung, C. S., & Pomerantz, E. M.(2011). Parents' involvement in children's learning in the United States and China:Implications for children's academic and emotional adjustment. Child Development,82(3), 932-950.
Cheung, C. S., & Pomerantz, E. M.(2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology,104(3), 820-832.
Cheung, C. S., & Pomerantz, E. M.(2015). Value development underlies the benefits of parents' involvement in children's learning:A longitudinal investigation in the United States and China. Journal of Educational Psychology,107(1), 309-320.
Connell, J. P., Spencer, M. B., & Aber, J. L.(1994). Educational risk and resilience in African-American youth:Context, self, action, and outcomes in school. Child Development,65, 493-506.
Choi, N., Chang, M., Kim, S., & Jr. Reio, T. G.(2015). A structural model of parent involvement with demographic and academic variables. Psychology in the Schools,52(2), 154-167.
Darling, N., & Steinberg, L.(1993). Parenting style as context-An integrative model. Psychological Bulletin,113(3), 487-496.
Dearing, E., & Hamilton, L. C.(2006). Contemporary advances and classic advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development,71, 88-104.
Deci, E. L., & Ryan, R. M.(2000). The "what" and "why" of goal pursuits:Human needs and the self-determination of behavior. Psychological Inquiry,11(4), 227-268.
Desimone, L.(2010). Linking parent involvement with student achievement:Do race and income matter? The Journal of Educational Research,93(1), 11-30.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E.(2010). Parent involvement and children's academic and social development in elementary school. Child Development,81(3), 988-1005.
Epstein, J. L.(2010). School, Family, and Community Partnerships:Preparing Educators and Improving Schools. 2 edition.Boulder:Westview Press.
Epstein, J. L., & Sanders, M. G.(2002). Family, school, and community partnerships. In Bomstein, M. H.(ed.), Handbook of Parenting. Vol. 5:practical Issues in Parenting. Erlbaum, Mahwah, NJ.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H.(2004). School engagement:Potential of the concept, state of the evidence. Review of Educational Research,74(1), 59-109.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A.(2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology,52(3), 295-308.
Grolnick, W. S., & Slowiaczek, M. L.(1994). Parents' involvement in children's schooling:A multidimensional conceptualization and motivational model. Child Development,65(1), 237-252.
Jimerson, S. R., Campos, E., & Greif, J. L.(2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist,8(1), 7-27.
Johnson, U. Y., & Hull, D. M.(2014). Parent involvement and science achievement:A cross-classified multilevel latent growth curve analysis. Journal of Educational Research,107(5), 399-409.
Joussemet, M., Landry, R., & Koestner, R.(2008). A self-determination theory perspective on parenting. Canadian Psychology-Psychologie Canadienne,49(3), 194-200.
Karıbayeva, A., & Boğar, Y.(2014). To what extent does parents' involvement in middle school influence children's educational progress? Procedia-Social and Behavioral Sciences,152, 529-533.
Kikas, E., Peets, K., & Niilo, A.(2011). Assessing Estonian mother's involvement in their children's education and trust in teachers. Early Child Development and Care,181(8), 1079-1094.
King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. B.(2015). Positive affect catalyzes academic engagement:Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences,39, 64-72.
Lam, S., Jimerson, S., Basnett, J., Cefai, C., Duck, R., Farrell, P., et al.(2009). Exploring student engagement in schools internationally:A collaborative international study yields further insights. A Symposium at the 31st Annual International School Psychology Association Colloquium, Malta.
Lam, S., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., et al.(2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology,50(1), 77-94.
Lam, S., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., et al.(2014). Understanding and measuring student engagement in school:The results of an international study from 12 countries. School Psychology Quarterly,29(2), 213-232.
Lowenhaupt, R.(2014). School access and participation:Family engagement practices in the New Latino Diaspora. Educational and Urban Society,46(5), 522-547.
Mansour, M., & Martin, A. J.(2009). Home, parents, and achievement motivation:A study of key home and parental factors that predict student motivation and engagement. The Australian Educational and Developmental Psychologist,26(02), 111-126.
Martin, A. J., Way, J., Bobis, J., & Anderson, J.(2015). Exploring the ups and downs of mathematics engagement in the middle years of school. Journal of Early Adolescence,35(2), 199-244.
Murray, C.(2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence,29(3), 376-404.
Nam, B., & Park, D.(2014). Parent involvement:Perceptions of recent immigrant parents in a suburban school district, Minnesota. Educational Studies,40(3), 310-329.
O'Toole, N., & Due, C.(2015). School engagement for academically at-risk students:A participatory research project. Australian Educational Researcher,42(1), 1-17.
Patall, E. A., Cooper, H., & Robinson, J. C.(2008). Parent involvement in homework:A research synthesis. Review of Educational Research,78(4), 1039-1101.
Reina, V. R., Buffel, T., Kindekens, A., De Backer, F., Peeters, J., & Lombaerts, K.(2014). Enhancing engagement through a community school approach as the key to increase academic achievement. 5th World Conference on Educational Sciences,116, 2078-2084.
Ryan, R. M., & Deci, E. L.(2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,55(1), 68-78.
Ryan, R. M., & Grolnick, W.(1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology,81(2), 143.
Schlenker, B. R., Schlenker, P. A., & Schlenker, K. A.(2013). Antecedents of academic engagement and the implications for college grades. Learning and Individual Differences,27, 75-81.
Silk, J. S., Morris, A. S., Kanaya, T., & Steinberg, L.(2003). Psychological control and autonomy granting:Opposite ends of a continuum or distinct constructs? Journal of Research on Adolescence,13(1), 113-128.
Standage, M., Duda, J. L., & Ntoumanis, N.(2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology,75(3), 411-433.
Virtanen, T. E., Lerkkanen, M., Poikkeus, A., & Kuorelahti, M.(2014). Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy. Learning and Individual Differences,36, 201-206.
Wang, M., & Eccles, J. S.(2012). Social support matters:Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development,83(3), 877-895.
Wang, M., & Eccles, J. S.(2013). School context, achievement motivation, and academic engagement:A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction,28, 12-23.
Wang, Q., Pomerantz, E. M., & Chen, H.(2007). The role of parents' control in early adolescents' psychological functioning:A longitudinal investigation in the united states and china. Child Development,78(5), 1592-1610.
Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N.(2014). The influence of students school engagement on learning achievement:A structural equation modeling analysis. 5th World Conference on Educational Sciences,116, 1748-1755.
Woolley, M. E., & Bowen, G. L.(2007). In the context of risk:Supportive adults and the school engagement of middle school students. Family Relations,56(1), 92-104.
Yuen, C. Y. M., & Cheung, A. C. K.(2014). School engagement and parental involvement:The case of cross-border students in Singapore. The Australian Educational Researcher,41(1), 89-107.
Zhang, D., Hsu, H., Kwok, O., Benz, M., & Bowman-Perrott, L.(2011). The impact of basic-level parent engagements on student achievement:Patterns associated with race/ethnicity and socioeconomic status(SES). Journal of Disability Policy Studies,22(1), 28-39.
侯杰泰, 温忠麟, 成子娟.(2004).结构方程模型及其应用. 北京:教育科学出版社, 154-159.
邱皓政, 林碧芳.(2009).结构方程模型的原理与应用. 北京:中国轻工业出版社, 70-85.
温忠麟, 侯杰泰, 张雷.(2005). 调节效应与中介效应的比较和应用.心理学报,37(2), 268-274.
温忠麟, 张雷, 侯杰泰.(2006). 有中介的调节变量和有调节的中介变量.心理学报,38(3), 448-452.
吴妮妮, 姚梅林.(2013). 中职生家长投入与子女学业投入的关系:教养风格的调节作用.心理科学,36(04), 899-903.
曾庆玉, 吴妮妮, 姚梅林.(2010). 家长投入及其影响子女学业成就的机制探析.北京师范大学学报(社会科学版),(6), 39-45.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	张鹏程, 李喜, 韩午阳, 沈永江. 睡眠不足对中小学生负性情绪的影响:一个链式中介模型[J]. 心理发展与教育, 2023, 39(3): 402-409.
[2]	汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.
[3]	王国霞, 赵扬. 教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用[J]. 心理发展与教育, 2022, 38(3): 380-390.
[4]	张云运, 陈嘉仪, 杨妙, 任萍, 刘思辰. 父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型[J]. 心理发展与教育, 2021, 37(2): 211-221.
[5]	李若璇, 朱文龙, 刘红瑞, 姚梅林. 家长教育期望对学业倦怠的影响:家长投入的中介及家庭功能的调节[J]. 心理发展与教育, 2018, 34(4): 489-496.
[6]	王玥, 赵丽娟, 许志星. 课业负担对学校生活满意度的影响:学校氛围的多水平调节作用[J]. 心理发展与教育, 2016, 32(2): 205-213.
[7]	陈晓惠, 石文典. 中小学生学业自我概念与学业成绩的交叉滞后分析:符合交互影响模型,还是发展观?[J]. 心理发展与教育, 2016, 32(1): 81-88.
[8]	刘有辉, 辛自强, 明朗. 考试制度信任对大学生学业投入意向的影响[J]. 心理发展与教育, 2014, 30(4): 380-386.
[9]	林崇德, 伍新春, 张宇迪, 臧伟伟, 周宵, 戴艳. 汶川地震30个月后中小学生的身心状况研究[J]. 心理发展与教育, 2013, 29(6): 631-640.
[10]	伍新春, 张宇迪, 林崇德, 臧伟伟. 中小学生的灾难暴露程度对创伤后应激障碍的影响：中介和调节效应[J]. 心理发展与教育, 2013, 29(6): 641-648.
[11]	潘运, 白学军, 沈德立, 赵守盈. 内源性注意和外源性注意对中小学生SNARC效应的影响[J]. 心理发展与教育, 2012, 28(6): 561-568.
[12]	陈斌斌, 李丹. 学生感知的班级人际和谐及其与社会行为的关系[J]. 心理发展与教育, 2009, 25(2): 41-46.
[13]	李晔, 刘华山. 中小学生对教师的信任及问卷编制[J]. 心理发展与教育, 2007, 23(4): 88-94.
[14]	邹泓, 屈智勇, 叶苑. 中小学生的师生关系与其学校适应[J]. 心理发展与教育, 2007, 23(4): 77-82.
[15]	杨阿丽, 方晓义, 李辉, 蔺秀云, 刘倩倩. 云南省中小学生师生关系发展特点及对学校适应的预测[J]. 心理发展与教育, 2007, 23(2): 49-56.