| 粗暴养育与青少年学业成绩:有调节的中介分析 |
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| 引用本文： | 王明忠,王静,王保英,曲西茜,辛福康.粗暴养育与青少年学业成绩:有调节的中介分析[J].心理发展与教育,2020,36(1):67-76. |
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| 作者姓名： | 王明忠 王静 王保英 曲西茜 辛福康 |
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| 作者单位： | 曲阜师范大学教育学院, 曲阜 273165 |
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| 基金项目： | 全国教育科学规划国家一般课题“父母粗暴养育损害中小学生学校适应的实证研究”（BBA170238）。 |
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| 摘 要： | 以往研究表明消极的养育行为损害青少年学业成绩，但对两者之间的关系机制缺乏探究。本研究通过检验一个有调节的中介模型，考察了父母消极归因情境下努力控制在粗暴养育和青少年学业成绩之间的中介作用。880名初中生作为被试，填写粗暴养育问卷、努力控制分量表、儿童责任归因分量表，并以语文、数学和英语的成绩均值作为学业成绩的指标。结果显示：（1）控制性别、年龄、社会经济地位后，粗暴养育与学业成绩呈显著负相关；（2）努力控制是粗暴养育与学业成绩之间的中介变量；（3）粗暴养育通过努力控制对学业成绩的间接效应受父母消极归因的调节。因此，矫正父母消极的养育行为和归因模式，改善孩子的自控能力，有利于改善其学业成绩。
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| 关 键 词： | 粗暴养育 努力控制 父母消极归因 学业成绩 青少年 |
Harsh Parenting and Adolescents' Academic Achievement: A Moderated Mediation Model |
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| WANG Mingzhong,WANG Jing,WANG Baoying,QU Xiqian,XIN Fukang.Harsh Parenting and Adolescents' Academic Achievement: A Moderated Mediation Model[J].Psychological Development and Education,2020,36(1):67-76. |
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| Authors: | WANG Mingzhong WANG Jing WANG Baoying QU Xiqian XIN Fukang |
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| Affiliation: | Faculty of Education, Qufu 273165 |
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| Abstract: | Substantial literature has documented the important influence of individual psychological factors and campus factors on individuals' academic achievement. However, there exists scanty research on the mechanisms underlying the relationship between parenting practices and adolescent academic achievement. This study examined the mediating role of effortful control on the relation between harsh parenting in the context of negative parental attribution and adolescents' academic achievement by testing a moderated mediating model. With convenience sampling method, the Harsh Parenting Questionnaire, the Effortful Control Subscale of Early Adolescent Temperament Questionnaire (EATQ) and The Child-Responsible Attribution Subscale of the Parent Cognition Scale were administered to 880 junior high school students (mean age=13.57 years, SD=0.99). At the end of the semester, we obtained their grades in Chinese, Mathematics and English through their teacher in charge of every class as indicators of academic achievement. Results demonstrated that:(1) Harsh parenting was significantly and negatively associated with academic achievement; (2) Effortful control partially mediated the relationship between harsh parenting and academic achievement; (3) Parental negative attribution could moderate the mediated path via effortful control, such that this indirect effect was much stronger for adolescents with high levels of parental negative attribution relative to those with low levels of parental negative attribution. Therefore, correcting parental negative parenting behaviors and negative parental attribution patterns and improving children's effortful control will be conducive to adolescents' academic achievement. |
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| Keywords: | harsh parenting effortful control parental negative attribution academic achievement adolescents |
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