父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系，考察成就目标取向的中介作用，以及学业成就水平在该中介过程中的调节作用，对2487名初一学生进行测查，结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离，父母学业压力正向预测学业抽离；（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用，在父母学业参与和学业抽离间发挥负向中介作用；表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用；（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用，为从家庭层面提高青少年的学业投入水平提供了参考。

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

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.