父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用
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摘要
本研究采取方便取样法从山东省济宁市两所公立初中抽取815名学生作为被试,填写父母冲突特征量表、努力控制分量表和课堂参与量表,并以语文、数学和英语三门课程的期末考试成绩作为学业成绩的指标,考察父母冲突对青少年学业成绩的影响机制,特别是青少年努力控制和课堂参与的中介作用。结果显示:(1)父母冲突对青少年的学业成绩存在直接负向预测;(2)父母冲突通过损害青少年的努力控制而间接负向预测其学业成绩;(3)父母冲突通过依次损害青少年的努力控制能力和课堂参与而间接负向预测其学业成绩。本研究不仅启发教育工作者重视青少年学业不良的家庭风险因素,而且启发父母有意识地减少冲突,为孩子自控能力乃至学业发展创造良好的家庭环境。
To examine the possible mechanisms underlying the relation between interparental conflict and adolescent academic achievement,815 middle school students were conveniently chosen as our subjects to fill in the Conflict Properties Scale,the effortful Control subscale,the Classroom Engagement Scale. As indicators of adolescents' academic achievement,the final examination results in Chinese,mathematics and English were obtained from the school administrative personnel. The results indicated that,( 1) interparental conflict could directly and negatively predict adolescents' classroom engagement and their academic achievement,( 2) interparental conflict could indirectly and negatively influence adolescent academic achievement via the mediator of effortful control,( 3) interparental conflict could successively compromise adolescents' effortful control and classroom engagement,resulting in poor academic achievement. Our findings not only inspire educational personnel to attach importance to the role of interparental conflict as familial risk factors for adolescents' poor academic achievement,but also promote parents to consciously reduce interparental conflict to create a harmonious family environment for the development of adolescents' effortful control and academic achievement.
To examine the possible mechanisms underlying the relation between interparental conflict and adolescent academic achievement,815 middle school students were conveniently chosen as our subjects to fill in the Conflict Properties Scale,the effortful Control subscale,the Classroom Engagement Scale. As indicators of adolescents' academic achievement,the final examination results in Chinese,mathematics and English were obtained from the school administrative personnel. The results indicated that,( 1) interparental conflict could directly and negatively predict adolescents' classroom engagement and their academic achievement,( 2) interparental conflict could indirectly and negatively influence adolescent academic achievement via the mediator of effortful control,( 3) interparental conflict could successively compromise adolescents' effortful control and classroom engagement,resulting in poor academic achievement. Our findings not only inspire educational personnel to attach importance to the role of interparental conflict as familial risk factors for adolescents' poor academic achievement,but also promote parents to consciously reduce interparental conflict to create a harmonious family environment for the development of adolescents' effortful control and academic achievement.
引文
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Cummings,E.M.,&Davies,P.T.(2002).Effects of marital conflict on children:Recent advances and emerging themes in process-oriented research.Journal of Child Psychology and Psychiatry,43,31-63.
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Davies,P.T.,Winter,M.A.,&Cicchetti,D.(2006).The implications of emotional security theory for understanding and treating childhood psychopathology.Development and Psychopathology,18,707-735.
Davies,P.T.,&Woitach,M.J.(2008).Children’s emotional security in the interparental relationship.Current Directions in Psychological Science,17,269-274.
Dotterer,A.M.,&Lowe,K.(2011).Classroom context,school engagement,and academic achievement in early adolescence.Journal of Youth and Adolescence,40,1649-1660.
Eiden,R.D.,Edwards,E.P.,&Leonard,K.E.(2007).A conceptual model for the development of externalizing behavior problems among kindergarten children of alcoholic families:Role of parenting and children’s self-regulation.Developmental Psychology,43,1187-1201.
Eisenberg,N.,Sadovsky,A.,&Spinrad,T.L.(2005).Associations of emotion-related regulation with language skills,emotion knowledge,and academic outcomes.New Directions for Child and Adolescent Development,109,109-118.
Eisenberg,N.,Sadovsky,A.,Spinrad,T.L.,Fabes,R.A.,Losoya,S.H.,Valiente,C.,et al.(2005).The relations of problem behavior status to children’s negative emotionality,effortful control,and impulsivity:Concurrent relations and prediction of change.Developmental Psychology,41,193-211.
Eisenberg,N.,Smith,C.L.,Sadovsky,A.,&Spinrad,T.L.(2004).Effortful control:Relations with emotion regulation,adjustment,and socialization in childhood.In R.F.Baumeister&K.D.Vohs(Eds.),Handbook of self-regulation:Research,theory,and applications(pp.259-282).New York,NY:Guilford Press.
Fabes,R.A.,Martin,C.L.,Hanish,L.D.,Anders,M.C.,&Madden-Derdich,D.A.(2003).Early school competence:The roles of sex-segregated play and effortful control.Developmental Psychology,39,848-858.
Finkenauer,C.,Engels,R.,&Baumeister,R.(2005).Parenting behaviour and adolescent behavioural and emotional problems:The role of self-control.International Journal of Behavioral Development,29,58-69.
Furrer,C.,&Skinner,E.(2003).Sense of relatedness as a factor in children’s academic engagement and performance.Journal of Educational Psychology,95,148-162.
Greene,B.A.,&Miller,R.B.(1996).Influences on achievement:Goals,perceived ability,and cognitive engagement.Contemporary Educational Psychology,21,181-192.
Grych,J.H.(2005).Interparental conflict as a risk factor for child maladjustment:Implications for the development of prevention programs.Family Court Review,43,97-108.
Grych,J.H.,Seid,M.,&Fincham,F.D.(1992).Assessing marital conflict from the child’s perspective:The Children’s Perception of Interparental Conflict Scale.Child Development,63,558-572.
Gumora,G.,&Arsenio,W.F.(2002).Emotionality,emotion regulation,and school performance in middle school children.Journal of School Psychology,40,395-413.
Haj-Yahia,M.M.,&de Zoysa,P.(2008).Rates and psychological effects of exposure to family violence among Sri Lankan university students.Child Abuse&Neglect,32,994-1002.
Harold,G.T.,Shelton,K.H.,Goeke-Morey,M.C.,&Cummings,E.M.(2004).Marital conflict,child emotional security about family relationships and child adjustment.Social Development,13,350-376.
Helme,S.,&Clarke,D.(2001).Identifying cognitive engagement in the mathematics classroom.Mathematics Education Research Journal,13,133-153.
Hoover-Dempsey,K.V.,&Sandler,H.M.(1995).Parental involvement in children’s education:Why does it make a difference?Teachers College Record,97,310-331.
Iyer,R.V.,Kochenderfer-Ladd,B.,Eisenberg,N.,&Thompson,M.(2010).Peer victimization and effortful control:relations to school engagement and academic achievement.Merrill-Palmer Quarterly,56,361-387.
Kouros,C.D.,Cummings,E.M.,&Davies,P.T.(2010).Early trajectories of interparental conflict and externalizing problems as predictors of social competence in preadolescence.Development and Psychopathology,22,527-537.
Ladd,G.W.,Kochenderfer,B.J.,&Coleman,C.C.(1997).Classroom peer acceptance,friendship,and victimization:Distinct relation systems that contribute uniquely to children’s school adjustment?Child Development,68,1181-1197.
Li,Y.,&Lerner,R.M.(2013).Interrelations of behavioral,emotional,and cognitive school engagement in high school students.Journal of Youth and Adolescence,42,20-32.
Liew,J.,Chen,Q.,&Hughes,J.N.(2010).Child effortful control,teacher-student relationships,and achievement in academically at-risk children:Additive and interactive effects.Early Childhood Research Quarterly,25,51-64.
Lindsey,E.W.,Caldera,Y.M.,&Tankersley,L.(2009).Marital conflict and the quality of young children’s peer play behavior:The mediating and moderating role of parent-child emotional reciprocity and attachment security.Journal of Family Psychology,23,130-145.
Morris,A.S.,Silk,J.S.,Steinberg,L.,Myers,S.S.,&Robinson,L.R.(2007).The role of the family context in the development of emotion regulation.Social Development,16,361-388.
Oldehinkel,A.J.,Hartman,C.A.,Ferdinand,R.F.,Verhulst,F.C.,&Ormel,J.(2007).Effortful control as modifier of the association between negative emotionality and adolescents’mental health problems.Development and Psychopathology,19,523-539.
Pietarinen,J.,Soini,T.,&Pyhlt9,K.(2014).Students’emotional and cognitive engagement as the determinants of well-being and achievement in school.International Journal of Educational Research,67,40-51.
Posner,M.I.,&Rothbart,M.K.(2007).Temperament and learning.In M.I.Posner&M.K.Rothbart(Eds.),Educating the human brain(pp.131-146).Washington,DC:American Psychological Association.
Reeve,J.(2013).How students create motivationally supportive learning environments for themselves:The concept of agentic engagement.Journal of Educational Psychology,105,579-595.
Reeve,J.,&Lee,W.(2014).Students’classroom engagement produces longitudinal changes in classroom motivation.Journal of Educational Psychology,106,527-540.
Reeve,J.,&Tseng,M.(2011).Agency as a fourth aspect of student engagement during learning activities.Contemporary Educational Psychology,36,257-267.
Riggio,H.R.(2004).Parental marital conflict and divorce,parent‐child relationships,social support,and relationship anxiety in young adulthood.Personal Relationships,11,99-114.
Rothbart,M.K.,Ahadi,S.A.,&Evans,D.E.(2000).Temperament and personality:Origins and outcomes.Journal of Personality and Social Psychology,78,122-135.
Rothbart,M.K.,Sheese,B.E.,&Posner,M.I.(2007).Executive attention and effortful control:Linking temperament,brain networks,and genes.Child Development Perspectives,1,2-7.
Schmeichel,B.J.,Harmon-Jones,C.,&Harmon-Jones,E.(2010).Exercising self-control increases approach motivation.Journal of Personality and Social Psychology,99,162-173.
Shelton,K.H.,&Harold,G.T.(2008).Pathways between interparental conflict and adolescent psychological adjustment:Bridging links through children’s cognitive appraisals and coping strategies.The Journal of Early Adolescence,28,555-582.
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