父母学习陪伴与小学生学业不良的关系:亲子学业沟通的中介作用和学习负担的调节作用

采用父母学习陪伴问卷、亲子学业沟通问卷、学习负担量表和学业成绩自我评定量表对578名4-6年级小学生及家长进行调查，探讨父母学习陪伴与小学生学业不良的关系以及亲子学业沟通四个维度（成绩沟通、习惯沟通、态度沟通和方法沟通）的中介作用和学习负担的调节作用。结果发现：（1）父母学习陪伴对学业不良具有显著的负向预测作用；（2）亲子学业态度沟通和方法沟通在父母学习陪伴与学业不良的关系中起完全中介作用；（3）学习负担在亲子学业态度沟通与学业不良之间的调节作用显著。在低学习负担条件下，亲子学业态度沟通对学业不良的改善作用更为明显。本研究结果表明，提高父母学习陪伴的时间和陪伴质量、改善亲子学业沟通方式并适当降低学习负担，可能改善小学生的学业不良。

The Relationship between Parental Learning Companionship and Children's Academic Underachievement: The Mediating Effect of Parent-child Academic Communication and the Moderating Effect of Learning Burden

The present study aimed to explore the relationship between parental learning companionship and academic underachievement, and to further analysis the mediating effect of parent-child academic communication (attitude, method, achievement and habit communication) and the moderating effect of learning burden. There were 578 primary school students from Grade 4 to 6 (M=11.69, SD=1.08) and their parents participated this study. The results showed that:(1) parental learning companionship has a significant negative predictive effect on academic underachievement; (2) after controlling for the influence of age and gender, parent-child attitude and method communication played a full mediating effect between parental learning companionship and academic underachievement; (3) learning burden played a moderating effect on parent-child attitude communication and academic underachievement, and the improvement effect of parent-child attitude communication on academic underachievement under the condition of low learning burden is more obvious. The findings will shed some light on the influence of parental learning companionship on academic underachievement and have useful implications for interventions of academic underachievement.