粗暴养育与中学生学习投入：状态焦虑与性别的作用

基于儿童学习投入的社会文化情境发展模型和动机与投入之轮理论，构建了一个有调节的中介模型，探讨了粗暴养育与学习投入的关系以及状态焦虑与性别的作用。对852名初中生进行问卷调查，结果发现：（1）粗暴养育与状态焦虑呈显著正相关，与学习投入呈显著负相关，状态焦虑与学习投入呈显著负相关；（2）状态焦虑在粗暴养育与学习投入之间起完全中介作用；性别调节了“粗暴养育→状态焦虑→学习投入”的前半段路径，相对于男性，粗暴养育与状态焦虑的正向联系在女性中更强。

Harsh Parenting and Learning Engagement Among Middle School Students: The Role of State Anxiety and Gender

Based on the theory of development-in-sociocultural-context model for children’s engagement in learning and the theory of motivation and engagement wheel, a moderated mediation model was constructed to explore the relationship between harsh parenting and learning engagement, and the role of state anxiety and gender. A questionnaire survey was conducted among 852 junior middle school students. The results showed that: 1) Harsh parenting was positively correlated with state anxiety and negatively correlated with learning engagement, while state anxiety was negatively correlated with learning engagement. 2) State anxiety completely mediated the relationship between harsh parenting and learning engagement; gender moderated the first half of the pathway of “harsh parenting → state anxiety → learning engagement”, and the positive correlation between harsh parenting and state anxiety was stronger in women than in men.