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
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摘要
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 present study investigated 891 4 thto 6 thgrade 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.
The present study investigated 891 4 thto 6 thgrade 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.
引文
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Bandura,A.,Pastorelli,C.,Barbaranelli,C.,&Caprara,G.V.(1999).Self-efficacy pathways to childhood depression.Journal of Personality and Social Psychology,76(2),258-269.
Beal,S.J.,&Crockett,L.J.(2010).Adolescents’occupational and educational aspirations and expectations:Links to high school activities and adult educational attainment.Developmental Psychology,46(1),258-265.
Bergman,M.M.,&Scott,J.(2001).Young adolescents’well-being and health-risk behaviours:Gender and socio-economic differences.Journal of Adolescence,24(2),183-197.
Borelli,J.L.,Margolin,G.,&Rasmussen,H.F.(2015).Parental overcontrol as a mechanism explaining the longitudinal association between parent and child anxiety.Journal of Child and Family Studies,24(6),1559-1574.
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Cast,A.D.,&Burke,P.J.(2002).A theory of self-esteem.Social Forces,80(3),1041-1068.
Cheung,C.S.S.,&Pomerantz,E.M.(2011).Parents’involvement in children’s learning in the United States and China:Implications for children’s academic and emotional adjustment.Child Development,82(3),932-950.
Choi,Y.,Kim,Y.S.,Kim,S.Y.,&Park,I.J.(2013).Is Asian American parenting controlling and harsh?Empirical testing of relationships between Korean American and Western parenting measures.Asian American Journal of Psychology,4(1),19-29.
Diener,E.,&Chan,M.Y.(2011).Happy people live longer:Subjective well-being contributes to health and longevity.Applied Psychology:Health and Well-Being,3(1),1-43.
Diener,E.,&Ryan,K.(2009).Subjective well-being:A general overview.South African Journal of Psychology,39(4),391-406.
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Gill,S.,&Reynolds,A.J.(1999).Educational expectations and school achievement of urban African American children.Journal of School Psychology,37(4),403-424.
Gilman,R.,&Huebner,S.(2003).A review of life satisfaction research with children and adolescents.School Psychology Quarterly,18(2),192-205.
Gilman,R.,&Huebner,E.S.(2006).Characteristics of adolescents who report very high life satisfaction.Journal of Youth and Adolescence,35(3),293-301.
Goetz,T.,Frenzel,A.C.,Hall,N.C.,&Pekrun,R.(2008).Antecedents of academic emotions:Testing the internal/external frame of reference model for academic enjoyment.Contemporary Educational Psychology,33(1),9-33.
Kaplan,A.,&Maehr,M.L.(1999).Achievement goals and student well-being.Contemporary Educational Psychology,24(4),330-358.
Katja,R.,Pivi,.K.,Marja-Terttu,T.,&Pekka,L.(2002).Relationships among adolescent subjective well-being,health behavior,and school satisfaction.Journal of School Health,72(6),243-249.
Kirkcaldy,B.,Furnham,A.,&Siefen,G.(2004).The relationship between health efficacy,educational attainment,and well-being among30 nations.European Psychologist,9(2),107-119.
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Ma,Y.,Siu,A.,&Tse,W.S.(2018).The role of high parental expectations in adolescents’academic performance and depression in Hong Kong.Journal of Family Issues,39(9),2505-2522.
Mc Cullough,G.,Huebner,E.S.,&Laughlin,J.E.(2000).Life events,self-concept,and adolescents’positive subjective well-being.Psychology in the Schools,37(3),281-290.
Muris,P.(2001).A brief questionnaire for measuring self-efficacy in youths.Journal of Psychopathology and Behavioral Assessment,23(3),145-149.
Pekrun,R.(2000).A social cognitive,control-value theory of achievement emotions.In J.Heckhausen(Ed.),Motivational psychology of human development.Oxford,UK:Elsevier.
Pekrun,R.(2006).The control-value theory of achievement emotions:Assumptions,corollaries,and implications for educational research and practice.Educational Psychology Review,18(4),315-341.
Qin,D.B.(2008).Doing well vs.feeling well:Understanding family dynamics and the psychological adjustment of Chinese immigrant adolescents.Journal of Youth and Adolescence,37(1),22-35.
Rosenbaum M.,&Ronen T.(2013).Emotional well-being and selfcontrol skills of children and adolescents:The Israeli perspective.In Corey L.M.Keyes(Ed.),Mental well-being:International contributions to the study of positive mental health.New York,NY:Springer,209-229.
Rutherford,T.(2015).Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school.International Journal of Adolescence and Youth,20(1),69-85.
Sarid,O.,Anson,O.,Yaari,A.,&Margalith,M.(2004).Academic stress,immunological reaction,and academic performance among students of nursing and physiotherapy.Research in Nursing&Health,27(5),370-377.
Schunk,D.H.,&Pajares,F.(2002).The development of academic self-efficacy.In A.Wigfield.,&J.S.Eccles.Development of achievement motivation.Cambridge,MA:Academic Press,15-31.
Simpkins,S.D.,Fredricks,J.A.,&Eccles,J.S.(2015).The role of parents in the ontogeny of achievement-related motivation and behavioral choices.Monographs of the Society for Research in Child Development.80(2),1-151.
Soh,Y.H.(2007).The effects of achievement goal orientation,selfefficacy,self-determination,academic motivation,and academic achievement on subjective well-being in high school students.Korean Educational Psychology Association,21(4),1007-1028.
Van der Beek,J.P.,Van der Ven,S.H.,Kroesbergen,E.H.,&Leseman,P.P.(2017).Self-concept mediates the relation between achievement and emotions in mathematics.British Journal of Educational Psychology,87(3),478-495.
Wang,Y.,&Benner,A.D.(2014).Parent-child discrepancies in educational expectations:Differential effects of actual versus perceived discrepancies.Child Development,85(3),891-900.
Watson,D.,Clark,L.A.,&Tellegen,A.(1988).Development and validation of brief measures of positive and negative affect:the PANASscales.Journal of Personality and Social Psychology,54(6),1063-1070.
Wu,N.,Hou,Y.,Wang,Q.,&Yu,C.(2018).Intergenerational transmission of educational aspirations in Chinese families:Identifying mediators and moderators.Journal of Youth and Adolescence,47(6),1238-1251.
Yamamoto,Y.,&Holloway,S.D.(2010).Parental expectations and children’s academic performance in sociocultural context.Educational Psychology Review,22(3),189-214.
Yerkes,R.M.,&Dodson,J.D.(1908).The relation of strength of stimulus to rapidity of habit-formation.Journal of Comparative Neurology and Psychology,18(5),459-482.
Zimmerman,B.J.(1995).Self-efficacy and educational development.In Albert Bandura(Ed.),Self-efficacy in changing societies,New York,NY:Cambridge University Press,202-231.
卞冉,车宏生,阳辉.(2007).项目组合在结构方程模型中的应用.心理科学进展,15(03),567-576.
柴唤友,孙晓军,牛更枫,崔曦曦,连帅磊.(2016).亲子关系、友谊质量对主观幸福感的影响:间接效应模型及性别差异.中国临床心理学杂志,24(03).531-534.
柴伟达.(2014).大学生学习自我效能感,学业成就和主观幸福感之间的关系(硕士学位论文).河北大学,保定.
陈京军,吴鹏,刘华山.(2014).初中生数学成绩,数学学业能力自我概念与数学学业情绪的关系.心理科学,37(2),368-372.
方富熹,方格.(2005).儿童发展心理学.北京:人民教育出版社.
高申春.(2000).自我效能理论评述.心理发展与教育,1,60-63.
郝萍,张大均,苏志强,胡天强.(2016).中国四~六年级小学生1995-2011年心理健康状况变化分析.中国学校卫生,37(04),597-601.
李桂青,谭光霞.(2015).高中生学业压力与学业成绩的关系:心理韧性的调节作用.潍坊工程职业学院学报,28(1),34-38.
李晓巍,刘艳.(2013).父教缺失下农村留守儿童的亲子依恋,师生关系与主观幸福感.中国临床心理学杂志,21(3),493-496.
刘春晖,郭筱琳,李英,吕博,周寰,罗良.(2016).父母学校效价对小学生学业成绩与幸福感之间关系的调节作用.北京师范大学学报:社会科学版,258(6),32-40.
刘林林.(2015).初中生父母学业期望与自我学业期望的互动过程及其影响(硕士学位论文).山西师范大学,临汾.
刘在花.(2017).流动儿童学习价值观对学校幸福感的影响:学业自我效能感的调节作用.中国特殊教育,8,67-73.
罗良,郭筱琳.(2019).亲子间教育期望差异:概念框架、研究进展与未来方向.南京师大学报(社会科学版),222(2),32-44.
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Bandura,A.(Ed.).(1995).Self-efficacy in changing societies.New York,NY:Cambridge University Press.
Bandura,A.,Pastorelli,C.,Barbaranelli,C.,&Caprara,G.V.(1999).Self-efficacy pathways to childhood depression.Journal of Personality and Social Psychology,76(2),258-269.
Beal,S.J.,&Crockett,L.J.(2010).Adolescents’occupational and educational aspirations and expectations:Links to high school activities and adult educational attainment.Developmental Psychology,46(1),258-265.
Bergman,M.M.,&Scott,J.(2001).Young adolescents’well-being and health-risk behaviours:Gender and socio-economic differences.Journal of Adolescence,24(2),183-197.
Borelli,J.L.,Margolin,G.,&Rasmussen,H.F.(2015).Parental overcontrol as a mechanism explaining the longitudinal association between parent and child anxiety.Journal of Child and Family Studies,24(6),1559-1574.
Burke,P.J.(1991).Identity processes and social stress.American Sociological Review,56(6),836-849.
Burke,P.J.(1996).Social identities and psychosocial stress.In Howard B.Kaplan(Ed.),Psychosocial stress:Perspectives on structure,theory,life course,and methods.San Diego,CA:Academic Press,74-141.
Burke,P.J.,&Stets,J.E.(2009).Identity theory.New York,NY:Oxford University Press.
Cast,A.D.,&Burke,P.J.(2002).A theory of self-esteem.Social Forces,80(3),1041-1068.
Cheung,C.S.S.,&Pomerantz,E.M.(2011).Parents’involvement in children’s learning in the United States and China:Implications for children’s academic and emotional adjustment.Child Development,82(3),932-950.
Choi,Y.,Kim,Y.S.,Kim,S.Y.,&Park,I.J.(2013).Is Asian American parenting controlling and harsh?Empirical testing of relationships between Korean American and Western parenting measures.Asian American Journal of Psychology,4(1),19-29.
Diener,E.,&Chan,M.Y.(2011).Happy people live longer:Subjective well-being contributes to health and longevity.Applied Psychology:Health and Well-Being,3(1),1-43.
Diener,E.,&Ryan,K.(2009).Subjective well-being:A general overview.South African Journal of Psychology,39(4),391-406.
Diener,E.,Suh,E.M.,Lucas,R.E.,&Smith,H.L.(1999).Subjective well-being:Three decades of progress.Psychological Bulletin,125(2),276-302.
Dinisman,T.,&Ben-Arieh,A.(2016).The characteristics of children’s subjective well-being.Social Indicators Research,126(2),555-569.
Eccles,J.S.,&Wigfield,A.(2002).Motivational beliefs,values,and goals.Annual Review of Psychology,53(1),109-132.
Eccles,J.,Wigfield,A.,Harold,R.D.,&Blumenfeld,P.(1993).Age and gender differences in children’s self-and task perceptions during elementary school.Child Development,64(3),830-847.
Elias,H.,Ping,W.S.,&Abdullah,M.C.(2011).Stress and academic achievement among undergraduate students in Universiti Putra Malaysia.Procedia-Social and Behavioral Sciences,29,646-655.
Fu,R.,Chen,X.,Wang,L.,&Yang,F.(2016).Developmental trajectories of academic achievement in Chinese children:Contributions of early social-behavioral functioning.Journal of Educational Psychology,108(7),1001-1012.
Gill,S.,&Reynolds,A.J.(1999).Educational expectations and school achievement of urban African American children.Journal of School Psychology,37(4),403-424.
Gilman,R.,&Huebner,S.(2003).A review of life satisfaction research with children and adolescents.School Psychology Quarterly,18(2),192-205.
Gilman,R.,&Huebner,E.S.(2006).Characteristics of adolescents who report very high life satisfaction.Journal of Youth and Adolescence,35(3),293-301.
Goetz,T.,Frenzel,A.C.,Hall,N.C.,&Pekrun,R.(2008).Antecedents of academic emotions:Testing the internal/external frame of reference model for academic enjoyment.Contemporary Educational Psychology,33(1),9-33.
Kaplan,A.,&Maehr,M.L.(1999).Achievement goals and student well-being.Contemporary Educational Psychology,24(4),330-358.
Katja,R.,Pivi,.K.,Marja-Terttu,T.,&Pekka,L.(2002).Relationships among adolescent subjective well-being,health behavior,and school satisfaction.Journal of School Health,72(6),243-249.
Kirkcaldy,B.,Furnham,A.,&Siefen,G.(2004).The relationship between health efficacy,educational attainment,and well-being among30 nations.European Psychologist,9(2),107-119.
Lv,B.,Zhou,H.,Guo,X.,Liu,C.,Liu,Z.,&Luo,L.(2016).The relationship between academic achievement and the emotional wellbeing of elementary school children in China:the moderating role of parent-school communication.Frontiers in Psychology,7,948-957.
Ma,Y.,Siu,A.,&Tse,W.S.(2018).The role of high parental expectations in adolescents’academic performance and depression in Hong Kong.Journal of Family Issues,39(9),2505-2522.
Mc Cullough,G.,Huebner,E.S.,&Laughlin,J.E.(2000).Life events,self-concept,and adolescents’positive subjective well-being.Psychology in the Schools,37(3),281-290.
Muris,P.(2001).A brief questionnaire for measuring self-efficacy in youths.Journal of Psychopathology and Behavioral Assessment,23(3),145-149.
Pekrun,R.(2000).A social cognitive,control-value theory of achievement emotions.In J.Heckhausen(Ed.),Motivational psychology of human development.Oxford,UK:Elsevier.
Pekrun,R.(2006).The control-value theory of achievement emotions:Assumptions,corollaries,and implications for educational research and practice.Educational Psychology Review,18(4),315-341.
Qin,D.B.(2008).Doing well vs.feeling well:Understanding family dynamics and the psychological adjustment of Chinese immigrant adolescents.Journal of Youth and Adolescence,37(1),22-35.
Rosenbaum M.,&Ronen T.(2013).Emotional well-being and selfcontrol skills of children and adolescents:The Israeli perspective.In Corey L.M.Keyes(Ed.),Mental well-being:International contributions to the study of positive mental health.New York,NY:Springer,209-229.
Rutherford,T.(2015).Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school.International Journal of Adolescence and Youth,20(1),69-85.
Sarid,O.,Anson,O.,Yaari,A.,&Margalith,M.(2004).Academic stress,immunological reaction,and academic performance among students of nursing and physiotherapy.Research in Nursing&Health,27(5),370-377.
Schunk,D.H.,&Pajares,F.(2002).The development of academic self-efficacy.In A.Wigfield.,&J.S.Eccles.Development of achievement motivation.Cambridge,MA:Academic Press,15-31.
Simpkins,S.D.,Fredricks,J.A.,&Eccles,J.S.(2015).The role of parents in the ontogeny of achievement-related motivation and behavioral choices.Monographs of the Society for Research in Child Development.80(2),1-151.
Soh,Y.H.(2007).The effects of achievement goal orientation,selfefficacy,self-determination,academic motivation,and academic achievement on subjective well-being in high school students.Korean Educational Psychology Association,21(4),1007-1028.
Van der Beek,J.P.,Van der Ven,S.H.,Kroesbergen,E.H.,&Leseman,P.P.(2017).Self-concept mediates the relation between achievement and emotions in mathematics.British Journal of Educational Psychology,87(3),478-495.
Wang,Y.,&Benner,A.D.(2014).Parent-child discrepancies in educational expectations:Differential effects of actual versus perceived discrepancies.Child Development,85(3),891-900.
Watson,D.,Clark,L.A.,&Tellegen,A.(1988).Development and validation of brief measures of positive and negative affect:the PANASscales.Journal of Personality and Social Psychology,54(6),1063-1070.
Wu,N.,Hou,Y.,Wang,Q.,&Yu,C.(2018).Intergenerational transmission of educational aspirations in Chinese families:Identifying mediators and moderators.Journal of Youth and Adolescence,47(6),1238-1251.
Yamamoto,Y.,&Holloway,S.D.(2010).Parental expectations and children’s academic performance in sociocultural context.Educational Psychology Review,22(3),189-214.
Yerkes,R.M.,&Dodson,J.D.(1908).The relation of strength of stimulus to rapidity of habit-formation.Journal of Comparative Neurology and Psychology,18(5),459-482.
Zimmerman,B.J.(1995).Self-efficacy and educational development.In Albert Bandura(Ed.),Self-efficacy in changing societies,New York,NY:Cambridge University Press,202-231.
卞冉,车宏生,阳辉.(2007).项目组合在结构方程模型中的应用.心理科学进展,15(03),567-576.
柴唤友,孙晓军,牛更枫,崔曦曦,连帅磊.(2016).亲子关系、友谊质量对主观幸福感的影响:间接效应模型及性别差异.中国临床心理学杂志,24(03).531-534.
柴伟达.(2014).大学生学习自我效能感,学业成就和主观幸福感之间的关系(硕士学位论文).河北大学,保定.
陈京军,吴鹏,刘华山.(2014).初中生数学成绩,数学学业能力自我概念与数学学业情绪的关系.心理科学,37(2),368-372.
方富熹,方格.(2005).儿童发展心理学.北京:人民教育出版社.
高申春.(2000).自我效能理论评述.心理发展与教育,1,60-63.
郝萍,张大均,苏志强,胡天强.(2016).中国四~六年级小学生1995-2011年心理健康状况变化分析.中国学校卫生,37(04),597-601.
李桂青,谭光霞.(2015).高中生学业压力与学业成绩的关系:心理韧性的调节作用.潍坊工程职业学院学报,28(1),34-38.
李晓巍,刘艳.(2013).父教缺失下农村留守儿童的亲子依恋,师生关系与主观幸福感.中国临床心理学杂志,21(3),493-496.
刘春晖,郭筱琳,李英,吕博,周寰,罗良.(2016).父母学校效价对小学生学业成绩与幸福感之间关系的调节作用.北京师范大学学报:社会科学版,258(6),32-40.
刘林林.(2015).初中生父母学业期望与自我学业期望的互动过程及其影响(硕士学位论文).山西师范大学,临汾.
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