亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用

以891名河北省衡水市某小学4~6年级学生为研究对象,采用问卷调查的方式,考察了亲子间教育期望差异对小学生情感幸福感的影响,以及学业成绩和学业自我效能感的多重中介作用。结果发现:(1)亲子间教育期望差异影响小学生情感幸福感,与感知到的父母教育期望和自我教育期望一致相比,当感知到的父母教育期望高于自我教育期望时,小学生的积极情感水平更低而消极情感水平更高;(2)学业成绩和学业自我效能感在“感知到的父母教育期望>自我教育期望”这一差异方向与积极情感间起部分中介作用,在“感知到的父母教育期望>自我教育期望”与消极情感间起完全中介作用。具体而言,“感知到的父母教育期望>自我教育期望”可直接影响积极情感,还可通过学业成绩和学业自我效能感的链式中介作用以及学业自我效能感的独立中介作用间接影响积极情感;同时,“感知到的父母教育期望>自我教育期望”可通过学业成绩和学业自我效能感的链式中介作用、学业自我效能感的独立中介作用以及学业成绩的独立中介作用影响消极情感。

The Effect of Parent-child Discrepancies in Educational Expectations on Affective Well-being in Primary School Children: The Mediating Roles of Academic Achievement and Academic Self-efficacy

The present study investigated 891 4^th to 6^th grade primary school children from Hebei province to examine the effect of parent-child discrepancies in educational expectations on children's affective well-being. The results found that:(1) the discrepancies between children's perceptions of parental educational expectations and their own educational expectations had an impact on children's affective well-being. Children experienced lower positive affect and higher negative affect when their perceptions of parental educational expectations were higher than their own educational expectations, compared with the identical group. (2) academic achievement and academic self-efficacy played partial mediating role on the relationship between "perceived parental expectations > child's own expectations" and positive affect, and also played full mediating role on the relationship between "perceived parental expectations > child's own expectations" and negative affect. Specifically, "perceived parental expectations > child's own expectations" not only directly influenced children's positive affect, but also indirectly influenced children's positive affect through the serial mediating role of academic achievement and academic self-efficacy, as well as the independent mediating role of academic self-efficacy. Furthermore, "perceived parental expectations>child's own expectations" indirectly influenced children's negative affect through the serial mediating role of academic achievement and academic self-efficacy, the independent mediating role of academic self-efficacy, as well as the independent mediating role of academic achievement.