心理发展与教育 ›› 2018, Vol. 34 ›› Issue (5): 576-585.doi: 10.16187/j.cnki.issn1001-4918.2018.05.08

• 教与学心理 • 上一篇    下一篇

父母教养方式对高中生学习投入的影响:一个链式中介效应模型

李永占   

  1. 平顶山学院教师教育学院, 平顶山 467000
  • 出版日期:2018-09-15 发布日期:2018-10-25
  • 通讯作者: 李永占,E-mail:liyongzhan@126.com E-mail:liyongzhan@126.com
  • 基金资助:
    河南省软科学研究计划项目(172400410540)。

The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model

LI Yongzhan   

  1. Teacher Education College, Pingdingshan University, Pingdingshan 467000, China
  • Online:2018-09-15 Published:2018-10-25

摘要: 在积极心理学视角下,采用整群取样法抽取河南省郑州、开封、许昌、平顶山四市各一所省示范性高中的高一和高二学生共1128名,使用父母教养方式问卷、学习投入量表、心理控制源量表和心理韧性量表进行问卷调查,探讨父母教养方式对高中生学习投入的影响,着力考察心理控制源和心理韧性在其中的链式中介效应。结果表明:父母积极和消极教养方式分别正向和负向预测高中生的学习投入;父母积极和消极的教养方式均通过心理控制源和心理韧性的中介作用对高中生学习投入产生影响,且该中介作用包含了三条路径:心理控制源的单独中介效应,心理韧性的单独中介效应,以及心理控制源-心理韧性的链式中介效应。

关键词: 父母教养方式, 心理控制源, 心理韧性, 学习投入, 高中生

Abstract: From the perspective of positive psychology, this study explored the influence of parental rearing style on learning engagement among high school students, largely focusing on the mediating effects of locus of control and resilience. We selected one model senior high school in each of the following cities:Zhengzhou, Kaifeng, Xuchang and Pingdingshan of Henan Province. With cluster sampling, a total of 1128 students in grade one and grade two from the four schools were recruited to complete a battery of questionnaires, including parental rearing style questionnaire, learning engagement scale, locus of control scale, and resilience scale. The results showed that positive parental rearing style positively predicted high school students' learning engagement, whereas negative parental rearing style negatively predicted high school students' learning engagement; both positive and negative parental rearing styles influenced high school students' learning engagement through the mediation effects of locus of control and resilience, and the mediation effects contained the three paths:the separate mediation effect of locus of control, the separate mediation effect of resilience, and the serial mediation effect of locus of control and resilience.

Key words: parental rearing style, locus of control, resilience, learning engagement, high school students

中图分类号: 

  • G442
Arrindell, W. A., Sanavio, E., Aguilar, G., Sica, C., Hatzichristou, C., Eisemann, M., et al. (1999). The developmen of a short form of the EMBU:I ts appraisal with students in Greece, Guatemala, Hungary and Italy. Personality and Individual Differences, 27(4), 613-628.
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment:The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation:Understanding children's school adjustment (pp. 199-225). Cambridge, UK:Cambridge University Press.
Blondal, K. S., & Adalbjarnardottir, S. (2014). Parenting in relation to school dropout through student engagement:A longitudinal study. Journal of Marriage & Family, 76 (4), 778-795.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742.
Buddelmeyer, H., & Powdthavee, N. (2016). Can having internal locus of control insure against negative shocks? Psychological evidence from panel data. Journal of Economic Behavior & Organization, 122, 88-109.
Cappella, E., & Weinstein, K. S. (2001). Turning around reading achievement:Predictors of high school students' academic resilience. Journal of Educational Psychology, 93, 758-771.
Chukwuorji, J. B. C., Ituma, E. A., & Ugwu, L. E. (2017). Locus of control and academic engagement:Mediating role of religious commitment. Current Psychology. https://link.springer.com/content/pdf/10.1007%2Fs12144-016-9546-8.pdf.
Darling, N., & Steinberg, L. (1993). Parenting style as context:An integrative model. Psychological Bulletin, 113(3), 487-496.
Flouri, E. (2004). Psychological outcomes in midadulthood associated with mother's child-rearing attitudes in early childhood. European Child & Adolescent Psychiatry, 13(1), 35-41.
Garner, J. (2009). Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology, 143(4), 405-426.
Georgiou, S. N., Ioannou, M., & Stavrinides, P. (2017). Parenting styles and bullying at school:The mediating role of locus of control. International Journal of School & Educational Psychology, 5(4), 226-242.
Grillo, T. (2015). Student engagement:The role of social influence and locus of control. International Journal of Management in Education, 9(4), 466-485.
Jankowska, A. M., Takagi, A., Bogdanowicz, M., & Jonak, J. (2014). Parenting style and locus of control, motivation, and school adaptation among students with borderline intellectual functioning. Current Issues in Personality Psychology, 2(4), 251-266.
Jones, M. H., Audley, S. R., & Kiefer, S. M. (2012). Relationships among adolescents' perceptions of friends' behaviors, academic self-concept, and math performance. Journal of Educational Psychology, 104(1), 19-31.
Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction:A comparison of U.S. and international undergraduate students. Personality and Individual Differences, 111, 106-110.
Kiuru, N., Pakarinen, E., Vasalampi, K., Silinskas, G., Aunola, K., & Poikkeus, A. M., et al. (2014). Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance. Psychological Science, 25(4), 1018-1024.
Klika, J. B., & Herrenkohl, T. I. (2013). A review of developmental research on resilience in maltreated children. Trauma Violence & Abuse, 14(3), 222-234.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience:A critical evaluation and guidelines for future work. Child Development, 71 (3), 543-562.
Maag, J, W. (1997). Parenting without punishment:Making problem behavior work for you. Reclaiming Children & Youth Journal of Emotional & Behavioral Problems, 6, 176-179.
Mackay, R. (2003). Family resilience and good child outcomes:An overview of the research literature. Social Policy Journal of New Zealand, 20, 98-118.
Mackinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect. Mutivariate Behavioral Research, 39(1), 99-128.
Masten, A. S. (2001). Ordinarymagic:Resilience processes in development. American Psychologist, 56, 227-238.
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development:Contributions from the study of children who overcome adversity. Development & Psychopathology, 2(4), 425-444.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research:A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Rinn, A., Boazman, J., Jackson, A., & Borria, B. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability students. Journal of the Scholarship of Teaching& Learning, 14(4), 88-114.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1-28
Rotter, J. B. (1975). Some problems and misconception related to the construct of internal versus external control of reinforcement. Journal of counseling and clinical psychology, 43(1), 56-67.
Rotter, J. B. (1990). Internal versus external control of reinforcement:A case history of a variable. American Psychologist, 45(4), 489-493.
Rutter, M. (1993). Resilience:Some conceptual considerations. Adolescents health, 14(8), 626-631.
Rutter, M. (1999). Resilience concepts and findings:Implications for family therapy. Journal of Family Therapy, 21, 119-144.
Sagone, E., & Caroli, M. E. D. (2014). Locus of control and academic self-efficacy in university students:The effects of self-concepts. Procedia-Social and Behavioral Sciences, 114, 222-228.
Sandersona, B., & Brewerb, M. (2017). What do we know about student resilience in health professional education? A scoping review of the literature. Nurse Education Today, 58, 65-71.
Schaufeli, W. B., Salanova, M., Gonzálezromá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout:A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3 (1), 71-92.
Shehu, J., & Mokgwathi, M. M. (2008). Health locus of control and internal resilience factors among adolescents in Btswana:A case-control study with implications for physical education. South African Journal for Research in Sport, Physical Education and Recreation, 30(2), 95-105.
Shin, H., Lee, J., Kim, B., & Lee, S. M. (2012). Students' perceptions of parental bonding styles and their academic burnout. Asia Pacific Education Review, 13(3), 509-517.
Shuey, E. A., & Leventhal, T. (2017). Pathways of risk and resilience between neighborhood socioeconomic conditions and parenting. Children and Youth Services Review, 72, 52-59.
Simons, L. G., & Conger, R. D. (2007). Linking mother-father differences in parenting to a typology of family parenting styles and adolescent outcomes. Journal of Family Issues, 28(2), 212-241.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom:Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Thimm, J. C. (2010). Mediation of early maladaptive schemas between perceptions of parental rearing style and personality disorder symptoms. Journal of Behavior Therapy and Experimental Psychiatry, 41(1), 52-59.
Uji, M., Sakamoto, A., Adachi, K., & Kitamura, T. (2014). The impact of authoritative, authoritarian, and permissive parenting styles on children's later mental health in japan:Focusing on parent and child gender. Journal of Child & Family Studies, 23, 293-302.
Walden, T. A., & Ramey, C. T. (1983). Locus of control and academic achievement:Results from a preschool intervention program. Journal of Educational Psychology, 75(3), 347-358.
Waterman, E. A., & Lefkowitz, E. S. (2017). Are mothers' and fathers' parenting characteristics associated with emerging adults' academic engagement? Journal of Family Issues, 38(9), 1239-1261.
Wischerth, G.A., Mulvaney, M.K., Brackett, M.A., & Perkins, D. (2016). The adverse influence of permissive parenting on personal growth and the mediating role of emotional intellingence. Journal of Genetic Psychology, 177(5),185-189.
You, S., & Sharkey, J. (2009). Testing a developmental-ecological model of student engagement:A multilevel latent growth curve analysis. Educational Psychology, 29(6), 659-684.
Zakeri, H., Jowkar, B., & Razmjoee, M. (2010). Parenting styles and resilience. Procedia Social and Behavioral Sciences, 5, 1067-1497.
陈继文, 郭永玉, 胡小勇. (2015). 教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响. 心理发展与教育,31(2), 180-187.
董晓倩. (2015). 大学毕业生心理耐挫力与父母教养方式、社会支持的关系研究. 郑州航空工业管理学院学报 (社会科学版), 34 (3), 197-199.
董亚歌, 张雪娇, 杭荣华. (2016). 大学生心理韧性与心理控制的关系研究. 济宁医学院学报, 39(1), 45-57.
董泽松, 魏昌武, 兰兴妞, 莫璐熙. (2017). 桂东民族地区留守儿童心理韧性在感恩与学习投入间中介作用. 中国学校卫生, 38(4), 598-600.
方来坛, 时勘, 张风华. (2008). 中文版学习投入量表的信效度研究. 中国临床心理学杂志, 16(6), 618-620.
高珂, 孙谕, 霍金芝, 段蓉芳. (1997). 心理控制源、个性及焦虑与学习成绩初探. 中国心理卫生杂志, 5, 289-290.
洪丽, 原鹏莉, 李婧. (2014). 教师期望、心理韧性对初中生学习投入的影响. 山东省团校学报,4, 31-34.
胡月琴, 甘怡群. (2008). 青少年心理韧性量表的编制和效度验证. 心理学报, 40(8), 902-912.
蒋奖, 鲁峥嵘, 蒋苾菁, 许燕. (2010). 简式父母教养方式问卷中文版的初步修订. 心理发展与教育, 1, 94-99.
李金娥,(2012).初中生父母教养方式与学习投入、学习倦怠的关系(硕士学位论文).山东师范大学,济南.
刘丹霓, 李董平. (2017). 父母教养方式与青少年网络成瘾:自我弹性的中介和调节作用检验. 心理科学, 40(6), 1385-1391.
刘俊波. (2010). 大学生心理弹性与心理控制源的关系研究 (硕士学位论文). 沈阳师范大学, 沈阳。
罗云, 陈爱红, 王振宏. (2016). 父母教养方式与中学生学业倦怠的关系:自我概念的中介作用. 心理发展与教育, 32(1), 65-72.
牛羊. (2016). 高中生学业压力、希望特质与学习投入的关系研究 (硕士学位论文). 山西大学, 太原.
王钢, 刘衍玲, 张大均. (2006). 重庆市高中生心理控制源与父母教养方式的相关研究. 中国学校卫生, 27(12), 1064-1065.
汪向东. (1999). 心理卫生评定量表手册增订版. 北京:中国心理卫生杂志出版社.
魏星. (2014). 邢台市初中生父母教养方式、心理弹性与应对方式的关系研究 (硕士学位论文). 河北师范大学, 石家庄.
温忠麟, 叶宝娟. (2014). 中介效应分析:方式和模型发展. 心理科学进展, 22(5), 731-745.
杨智辉, 王建平. (2008). 初中生心理控制源与父母教养方式的相关研究.中国临床心理学杂志, 16(4), 401-412.
张林, 邓小平. (2008). 高中生父母教养方式、身体自我认知对性别角色发展的影响. 心理发展与教育, 24(3), 53-57.
赵必华. (2013). 影响学生学业成绩的家庭与学校因素分析. 教育研究, 3, 88-97.
郑林科. (2009). 父母教养方式:对子女个性成长影响的预测. 心理科学, 32(5), 1267-1269.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
周鹏生, 魏芸梅, 杨奎. (2014). 中学生教养方式、学习投入与学业成绩的关系研究. 教学与管理, 9, 88-90.
[1] 杨宝琰, 柳玉姣. 元刻板印象威胁对县城农村高中生学校归属感的影响:身份认同整合和自我肯定的作用机制[J]. 心理发展与教育, 2023, 39(5): 645-653.
[2] 刘思含, 伍新春, 王歆逸. 父母教养方式的潜在类别及其与青少年学习投入和焦虑症状的关系[J]. 心理发展与教育, 2023, 39(5): 673-682.
[3] 赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[4] 李其容, 杨艳宇, 李春萱. 父母冲突、青少年日常自我效能和学习投入:日常消极情绪与日常沉思在父母冲突调节效应中的中介作用[J]. 心理发展与教育, 2023, 39(2): 236-246.
[5] 高峰, 白学军, 章鹏, 曹海波. 中国青少年父母教养方式与自杀意念的元分析[J]. 心理发展与教育, 2023, 39(1): 97-108.
[6] 张洋, 张婉莹, 王燕青, 赵婷婷, 王福兴. 生成性绘图与合作对高中生科学知识学习的影响[J]. 心理发展与教育, 2022, 38(6): 830-838.
[7] 刘晓洁, 李燕. 母亲感知的共同教养对幼儿行为问题的影响:一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(5): 626-634.
[8] 郎悦茹, 龚少英, 曹阳, 吴亚男. 网络学习中师生交互与大学生学习投入的关系:自主动机与学业情绪的序列中介作用[J]. 心理发展与教育, 2022, 38(4): 530-537.
[9] 张春阳, 徐慰. 儿童期创伤与有留守经历大学生负性情绪:心理韧性的调节作用[J]. 心理发展与教育, 2022, 38(4): 584-591.
[10] 张小敏, 陈欣, 务凯, 赵国祥. 学校联结和学业能力对高中生自尊的影响:一个多层线性模型[J]. 心理发展与教育, 2022, 38(3): 358-365.
[11] 谢云天, 史滋福, 尹霖, 兰洛. 中国父母教养方式与儿童学业成绩关系的元分析[J]. 心理发展与教育, 2022, 38(3): 366-379.
[12] 李婷, 张又文, 李玥漪, 黄峥. 坚毅力的代际传递:父母教养方式的中介作用[J]. 心理发展与教育, 2022, 38(2): 207-215.
[13] 陈奕荣, 吴忠良. 特殊教育师范生感知班级氛围对学习投入的影响:专业认同的中介作用与未来取向的调节作用[J]. 心理发展与教育, 2022, 38(2): 244-253.
[14] 周爱保, 胡砚冰, 刘锦涛, 鲁小勇, 王有丽, 周滢鑫. 青少年社交焦虑与学习投入的关系:意向性自我调节的解释作用及其年龄差异[J]. 心理发展与教育, 2022, 38(1): 54-63.
[15] 徐鑫锫, 莫玲菲, 刘明, 邓赐平. 高一学生成就目标特征模式及学业适应:基于潜在剖面分析[J]. 心理发展与教育, 2022, 38(1): 81-89.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!