| 父母自主支持、心理控制与初中生创意自我效能的关系:学业情绪的中介作用 |
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| 引用本文： | 刘小先,龚少英,周治金,封晓伟,于全磊.父母自主支持、心理控制与初中生创意自我效能的关系:学业情绪的中介作用[J].心理发展与教育,2020,36(1):45-53. |
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| 作者姓名： | 刘小先 龚少英 周治金 封晓伟 于全磊 |
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| 作者单位： | 1. 华中师范大学心理学院, 武汉 430079;2. 河南师范大学教育学部, 新乡 453007 |
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| 基金项目： | 国家自然科学基金面上项目（31471000、61877025）；信息化与基础教育均衡发展湖北省协同创新中心课题（XT2017007）。 |
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| 摘 要： | 为了探索父母自主支持、心理控制与初中生创意自我效能的关系，以及学业情绪的中介作用，采用整群抽样法，使用父母自主支持问卷、父母心理控制问卷、学生创意自我效能量表和青少年学业情绪问卷，对512名初中生进行调查。结果表明：（1）初中生低唤醒的学业情绪——放松和厌倦在父母自主支持和创意自我效能之间的中介作用显著；初中生高唤醒的学业情绪——高兴和焦虑在父母自主支持和创意自我效能之间的中介作用不显著；（2）四种学业情绪（高兴、放松、焦虑和厌倦）在父母心理控制和初中生创意自我效能之间的中介作用不显著。研究结果说明充分的父母自主支持能增加初中生的积极学业情绪，进而提升其创意自我效能。
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| 关 键 词： | 父母自主支持 父母心理控制 学业情绪 创意自我效能 |
The Relationship among Parental Autonomy Support,Parental Psychological Control and Junior High School Students' Creative Self-efficacy: The Mediating Role of Academic Emotions |
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| LIU Xiaoxian,GONG Shaoying,ZHOU Zhijin,FENG Xiaowei,YU Quanlei.The Relationship among Parental Autonomy Support,Parental Psychological Control and Junior High School Students' Creative Self-efficacy: The Mediating Role of Academic Emotions[J].Psychological Development and Education,2020,36(1):45-53. |
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| Authors: | LIU Xiaoxian GONG Shaoying ZHOU Zhijin FENG Xiaowei YU Quanlei |
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| Affiliation: | 1. School of Psychology, Central China Normal University, Wuhan 430079;2. Faculty of Education, Henan Normal University, Xinxiang 453007 |
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| Abstract: | To explore the effects of parental autonomy support and psychological control on junior high school students' creative self-efficacy with academic emotions as mediators, Parental Autonomy Support Questionnaire, Parental Psychological Control Questionnaire, Students' Creative Self-Efficacy Scale and Adolescent Academic Emotions Questionnaire were used to measure 512 junior high school students. Results were as follows:(1) The relationship between parental autonomy support and creative self-efficacy was mediated by junior high school students' deactivating emotions (i.e. relaxation, boredom), but was not mediated by junior high school students' activating emotions (i.e. enjoyment, anxiety). (2) The indirect effects of four types of academic emotions were nonsignificant in explaining the relationship between parental psychological control and creative self-efficacy. These results show that the sufficient parental autonomy support will increase junior high school students' positive academic emotions, thus promoting their creative self-efficacy. |
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| Keywords: | parental autonomy support parental psychological control academic emotions creative self-efficacy |
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