Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (2): 211-221.doi: 10.16187/j.cnki.issn1001-4918.2021.02.08

Previous Articles     Next Articles

Effects of Parental Academic Involvement and Academic Pressure on Early Adolescents' Academic Engagement: A Moderated Mediation Model

ZHANG Yunyun, CHEN Jiayi, YANG Miao, REN Ping, LIU Sichen   

  1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University 100875
  • Published:2021-03-23

RichHTML

PDF (PC)

Abstract: This study aims to explore the relationships between parental academic involvement, academic pressure, and early adolescents' academic engagement, as well as the mediating role of achievement goal orientations and the moderating role of academic achievement in the relationships. Data was collected from a sample of 2487 adolescents in grade 7 in mainland China. The results showed that: (1) Parental academic involvement positively predicted early adolescents' academic engagement and negatively predicted academic disaffection. In contrast, parental academic pressure positively predicted early adolescents' academic disaffection; (2) Mastery goals positively mediated the relationship between parental academic involvement and early adolescents' academic engagement, and negatively mediated the relationship between parental academic involvement and academic disaffection. Performance-avoid goals positively mediated the relationship between parental academic pressure and academic disaffection; (3) The mediating role of mastery goals was moderated by the level of academic achievement. These results reveal the internal mechanism of how parental academic involvement and pressure influence early adolescents' academic engagement. The results also provide suggestions for promoting early adolescents' academic engagement from the perspective of family.

Key words: parental academic involvement, parental academic pressure, achievement goal orientations, academic engagement, early adolescents

CLC Number: 

  • G442
Bronfenbrenner, U. (1986). Ecology of the family as a context for human-development:Research perspectives. Developmental Psychology, 22(6), 723-742.
Campbell, J. R. (1994). Differential socialization in mathematics achievement:Cross-national and cross-cultural perspectives. International Journal of Educational Research, 21(7), 665-666.
Chen, W. W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong:The mediating role of students' goal orientations. Learning and Individual Differences, 37, 48-54.
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. (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.
Cho, M. H., & Cho, Y. J. (2014). Instructor scaffolding for interaction and students' academic engagement in online learning:Mediating role of perceived online class goal structures. The Internet and Higher Education, 21, 25-30.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Dello-Iacovo, B. (2009). Curriculum reform and ‘quality education’ in China:An overview. International Journal of Educational Development, 29(3), 241-249.
Dotterer, A. M., & Wehrspann, E. (2016). Parent involvement and academic outcomes among urban adolescents:Examining the role of school engagement. Educational Psychology, 36(4), 812-830.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation:A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74.
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.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474.
Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework:Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376-396.
Gonzalez, A. R., Holbein, M. F. D., & Quilter, S. (2002). High school students' goal orientations and their relationship to perceived parenting styles. Contemporary Educational Psychology, 27(3), 450-470.
Graves, S. L., & Wright, L. B. (2011). Parent involvement at school entry:A national examination of group differences and achievement. School Psychology International, 32(1), 35-48.
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.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school:A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures:Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449.
Keys, T. D., Conley, A. M. M., Duncan, G. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37(1), 47-54.
King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218.
King, R. B., & Gaerlan, M. J. M. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 29(1), 81-100.
Kohl, G. O., Lengua, L. J., & Mcmahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523.
Lazarus, R. S., Deese, J., & Osler, S. F. (1952). The effects of psychological stress upon performance. Psychological Bulletin, 49(4), 293-317.
Lee, M. T. Y., Wong, B. P., Chow, B. W. Y., & Catherine, M. B. C. (2006). Predictors of suicide ideation and depression in Hong Kong adolescents:Perceptions of academic and family climates. Suicide Life-Threatening Behavior, 36(1), 82-96.
Lee, S. J., Cho, S. C., & Heo, I. B. (2008). The relationship of parental academic achievement pressure to self-efficacy of elementary students:Mediation effects of achievement goals. Korean Journal of Child Studies, 29(3), 289-301.
Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, Y. M. C. (2013). Parenting behaviors and learning of Singapore students:The mediational role of achievement goals. Motivation Emotion, 37(2), 274-285.
Mattingly, D. J., Prislin, R., Mckenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating evaluations:The case of parent involvement programs. Review of Educational Research, 72(4), 549-576.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS) (pp. 7-12). Ann Arbor, MI:University of Michigan.
Motti-Stefanidi, F., Pavlopoulos, V., & Tandaros, S. (2011). Parent-adolescent conflict and adolescents' adaptation:A longitudinal study of Albanian immigrant youth living in Greece. Developmental Science, 5(1-2), 57-71.
Ng, F. Y., Kenney-Benson, G. A., & Pomerantz, E.M. (2004). Children's achievement moderates the effects of mothers' use of control and autonomy support. Child Development, 75(3), 764-780.
Quach, A. S., Epstein, N. B., Riley, P. J., Falconier, M. K., & Fang, X. (2015). Effects of parental warmth and academic pressure on anxiety and depression symptoms in Chinese adolescents. Journal of Child Family Studies, 24(1), 106-116.
Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents:Evidence for gender-specific relations. Journal of Child Family Studies, 24(12), 3742-3756.
Régner, I., Loose, F., & Dumas, F. (2009). Students' perceptions of parental and teacher academic involvement:Consequences on achievement goals. European Journal of Psychology of Education, 24(2), 263.
Seginer, R. (2006). Parents' educational involvement:A developmental ecology perspective. Parenting:Science and Practice, 6(1), 1-48.
Shin, J. (2010). The influence of perceived parental academic support, achievement expectation and daily control on children's self-determination motivation according to their academic achievement level. Korean Journal of Educational Psychology, 24(1), 121-137.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational Psychological Measurement, 69(3), 493-525.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom:Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.
Smetana, J. G. (1988). Adolescents' and parents' conceptions of parental authority. Child Development, 59(2), 321-335.
Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 1-21.
Triandis, H. C. (2001). Individualism-Collectivism and Personality. Journal of Personality, 69(6), 907-924.
Wilder, S. (2014). Effects of parental involvement on academic achievement:A meta-synthesis. Educational Review, 66(3), 377-397.
Zhang, Y., Qin, X., & Ren, P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement:The moderating effect of classroom achievement norm. Computers in Human Behavior, 89, 299-307.
Zhang, Y., Ren, P., & Luo, F. (2019). Academic predictors of early adolescents' perceived popularity:The moderating effects of classroom academic norm salience. Frontiers in Education, 4, 52.
Zhang, Z., & Lee, J. C. K. (2018). Students' behavioral and emotional participation in academic activities in the mathematics classroom:A multilevel confirmatory factor analysis. The Journal of Experimental Education, 86(4), 610-632.
丛彭彭. (2012). 初中生学业压力、自主性动机与学业投入的关系(硕士学位论文). 陕西师范大学, 西安.
董存梅, 刘冰瑶. (2016). 初二学生的自我决定动机对其学业投入的影响:成就目标的中介作用. 心理与行为研究, 14(1), 57-63.
郭筱琳, 周寰, 窦刚, 刘春晖, 罗良. (2017). 父母教育卷入与小学生学业成绩的关系——教育期望和学业自我效能感的共同调节作用. 北京师范大学学报(社会科学版), (2), 45-53.
洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. (2018). 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用. 心理发展与教育, 34(2), 191-199.
李若璇, 张骊凡, 姚梅林. (2018). 家长投入对学业投入的影响:掌握目标的中介作用. 中国临床心理学杂志, 26(3), 578-581.
李若璇, 朱文龙, 刘红瑞, 姚梅林. (2018). 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. 心理发展与教育, 34(4), 489-496
李燕平, 郭德俊. (2004). 成就目标与任务投入的关系. 心理学报, 36(1), 53-58.
刘春雷, 霍珍珍, 梁鑫. (2018). 父母教育卷入对小学生学习投入的影响:感知母亲教育卷入和学业自我效能感的链式中介作用. 心理研究, 11(5), 472-478.
罗良. (2011). 儿童青少年发展中的父母教育卷入.北京师范大学学报(社会科学版), (1), 21-28.
马虹, 姚梅林, 吉雪岩. (2015). 家长投入对中小学生学业投入的影响:有中介的调节模型. 心理发展与教育, 31(6), 75-76.
温忠麟, 叶宝娟. (2014). 中介效应分析:方法和模型发展. 心理科学进展, 22(5), 731-745.
沃建中, 王福兴, 林崇德, 刘彩梅. (2007). 不同学业成就中学生创造性思维的差异研究. 心理发展与教育, 23(2), 29-35.
吴波, 方晓义. (2006). 青少年自主性发展的特点. 心理与行为研究, 4(1), 22-27
张骊凡, 姚梅林, 黄妍, 宗小骊. (2017). 家长投入对子女学习坚持性的影响——成就目标的中介作用. 北京师范大学学报(社会科学版), (4), 26-32.
赵宝宝, 金灿灿, 邹泓. (2018). 青少年亲子关系、消极社会适应和网络成瘾的关系:一个有中介的调节作用. 心理发展与教育, 34(3), 353-360.
宗小骊, 姚梅林, 郑翔文. (2016). 家长投入对子女成就目标的影响:教养风格的调节作用. 心理科学, 39(5), 1098-1104.
[1] LIU Sihan, WU Xinchun, WANG Xinyi. Latent Profiles of Parenting Styles and Their Associations with Academic Engagement and Anxiety Symptoms in Adolescents [J]. Psychological Development and Education, 2023, 39(5): 673-682.
[2] WANG Guoxia, ZHAO Yang. A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement [J]. Psychological Development and Education, 2022, 38(3): 380-390.
[3] CHEN Yirong, WU Zhongliang. The Influence of Perceived Class Climate on Academic Engagement among Special Education Normal School Students: The Mediating Effects of Professional Identity and the Moderating Role of Future Orientation [J]. Psychological Development and Education, 2022, 38(2): 244-253.
[4] ZHOU Aibao, HU Yanbing, LIU Jingtao, LU Xiaoyong, WANG Youli, ZHOU Yingxin. Relationship between Social Anxiety and Academic Engagement among Adolescence: The Mediating Role of Intentional Self-regulation and the Age Difference [J]. Psychological Development and Education, 2022, 38(1): 54-63.
[5] JIA Xuji, CAI Lin, LIN Lin, LIN Chongde. The Relationship between Perceived Teachers' Support and Academic Engagement among High School Students: The Chain Mediating Effect of Academic Self-efficacy and Achievement Goal Orientation [J]. Psychological Development and Education, 2020, 36(6): 700-707.
[6] HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai. Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety [J]. Psychological Development and Education, 2018, 34(2): 191-199.
[7] BAO Xuefeng, ZHANG Wei, YU Chengfu, ZHU Jianjun, BAO Zhenzhou, JANG Yanping, MA Na, WU Tao, CHEN Zunbing. Perceived School Climate and Internet Gaming Disorder Among Junior Middle School Students: The Mediating Role of Academic Self-efficacy and The Moderating Role of Parental Academic Involvement [J]. Psychological Development and Education, 2016, 32(3): 358-368.
[8] CHEN Jiwen, GUO Yongyu, HU Xiaoyong. Effect of Autonomous Motivation and Family's Social Class on The Relationship between Teacher's Autonomy Support and Junior Middle School Students' Academic Engagement [J]. Psychological Development and Education, 2015, 31(2): 180-187.
[9] LIU You-hui, XIN Zi-qiang, MING Lang. Impacts of Examination Institutional Trust on College Students' Academic Engagement Intention [J]. Psychological Development and Education, 2014, 30(4): 380-386.
[10] DENG Hui-hua, CHEN Hui, ZHONG Ping, LIANG Zong-bao, ZHANG Guang-Zhen. Cross-Lagged Regression Analysis of Relationship between Self-esteem and Depression in Early Adolescents：Test of Vulnerability Model and Scar Model [J]. Psychological Development and Education, 2013, 29(4): 407-414.
[11] DENG Hui-hua, CHEN Hui, ZHONG Ping, TANG Xin, LIANG Zong-bao. Concurrent and Longitudinal Study on Self-esteem's Buffering the Effect of Stressful Events on Early Adolescents’ Depression [J]. Psychological Development and Education, 2013, 29(2): 200-207,213.
[12] LI Dan-li, ZHANG Wei, LI Dong-ping, WANG Yan-hui. Parental Behavioral Control,Psychological Control,and Aggression and Social Withdrawal in Early Adolescents [J]. Psychological Development and Education, 2012, 28(2): 201-209.
[13] WEN Chao, ZHANG Wei, LI Dong-ping, YU Cheng-fu, DAI Wei-zhu. Relationship between Junior Students’ Gratitude and Academic Achievement: With Academic Engagement as the Mediator [J]. Psychological Development and Education, 2010, 26(6): 598-605.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd