| 家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用 |
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| 引用本文： | 罗海风,刘坚,周达. 家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用[J]. 心理发展与教育, 1985, 37(2): 199-210. DOI: 10.16187/j.cnki.issn1001-4918.2021.02.07 |
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| 作者姓名： | 罗海风 刘坚 周达 |
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| 作者单位： | 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875 |
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| 基金项目： | 北京师范大学中国基础教育质量监测协同创新中心重点资助课题“中小学综合素养阳光评价”项目（SZOG-2015062283）。 |
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| 摘 要： | 为了考察在中国背景下，家长参与在家庭社会经济地位与高中生学习品质之间的中介作用，以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试，采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质；（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用；（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节；（4）因家庭社会经济地位不同造成的学生学习品质的差异，在一定程度上会受到师生关系的弥补作用。
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| 关 键 词： | 高中生 家庭社会经济地位 学习品质 家长参与 师生关系 |
The Mediating Role of Parental Involvement in the Relationship between Family Socioeconomic Status and Senior High School Students' Approaches toward Learning:The Moderating Role of Teacher-student Relationship |
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| LUO Haifeng,LIU Jian,ZHOU Da. The Mediating Role of Parental Involvement in the Relationship between Family Socioeconomic Status and Senior High School Students' Approaches toward Learning:The Moderating Role of Teacher-student Relationship[J]. Psychological Development and Education, 1985, 37(2): 199-210. DOI: 10.16187/j.cnki.issn1001-4918.2021.02.07 |
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| Authors: | LUO Haifeng LIU Jian ZHOU Da |
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| Affiliation: | Beijing Normal University, Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing 100089 |
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| Abstract: | In order to investigate the mediating effect of parental involvement in the relationship between family socio-economic status and senior high school students' approaches toward learning in the Chinese context, as well as the moderation of teacher-student relationship on the above mediating effect, 13,442 senior high school students in an eastern province were selected. The family socio-economic status was measured by three indicators: the educational level of parents, the occupation of parents and the family property. Parents' participation in children's study and parents' participation in daily life were used to test parents' participation. The students' approaches toward learning was measured by the five metrics of learning interest, learning confidence, learning strategy, autonomous learning ability and learning habits. The results showed that: (1) Family socio-economic status can positively predict the approaches toward learning of senior high school students;(2) Parental involvement plays a completely mediating role in the relationship between family socio-economic status and senior high school students' approaches toward learning;(3) The mediating effect of parental involvement in the link between family social and economic status and senior high school students' approaches toward learning is moderated by teacher-student relationship;(4) The differences in students' approaches toward learning caused by different family socio-economic status, to some extent, will be mitigated by teacher-student relationship. |
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| Keywords: | senior high school student family socio-economic status approaches toward learning parental involvement teacher-student relationship |
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