Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (6): 826-833.doi: 10.16187/j.cnki.issn1001-4918.2021.06.09

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The Relationship between Parental Learning Companionship and Children's Academic Underachievement: The Mediating Effect of Parent-child Academic Communication and the Moderating Effect of Learning Burden

SHEN Yijia1, ZHANG Guohua2, HE Jiankang2, LUO Lilan2, HAN Jintao2, JIANG Bo1   

  1. 1. Department of Psychology, Soochow University, Suzhou 215123;
    2. Department of Psychology, Wenzhou Medical University, Wenzhou 325035
  • Published:2021-11-16

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Abstract: The present study aimed to explore the relationship between parental learning companionship and academic underachievement, and to further analysis the mediating effect of parent-child academic communication (attitude, method, achievement and habit communication) and the moderating effect of learning burden. There were 578 primary school students from Grade 4 to 6 (M=11.69, SD=1.08) and their parents participated this study. The results showed that:(1) parental learning companionship has a significant negative predictive effect on academic underachievement; (2) after controlling for the influence of age and gender, parent-child attitude and method communication played a full mediating effect between parental learning companionship and academic underachievement; (3) learning burden played a moderating effect on parent-child attitude communication and academic underachievement, and the improvement effect of parent-child attitude communication on academic underachievement under the condition of low learning burden is more obvious. The findings will shed some light on the influence of parental learning companionship on academic underachievement and have useful implications for interventions of academic underachievement.

Key words: parental learning companionship, academic underachievement, parent-child academic communication, learning burden, children

CLC Number: 

  • G442
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