中考生家庭社会经济地位与学习投入的关系:父母教育期望和父母教养行为的多重中介作用
|
摘要
本研究以490名九年级学生为被试,采用家庭社会经济地位量表、学习投入量表、父母教育期望量表和简式父母教养方式问卷对其进行测查,综合考察家庭社会经济地位与学习投入之间的关系,以及父母教育期望和父母教养行为在其中的中介作用。结果发现:(1)家庭社会经济地位、父母教育期望、父母积极教养行为、父母消极教养行为和学习投入间相关均显著。(2)家庭社会经济地位影响学习投入的路径有四条:家庭社会经济地位可以通过父母教育期望间接影响个体的学习投入;家庭社会经济地位可以通过父母积极教养行为间接影响个体的学习投入;家庭社会经济地位可以通过父母教育期望和父母积极教养行为间接影响个体的学习投入;家庭社会经济地位可以通过父母教育期望和父母消极教养行为间接影响个体的学习投入。(3)父母教育期望和父母教养行为在家庭社会经济地位和学习投入间起链式中介作用。
This study,based on a survey of 496 ninth-grade students with the family socioeconomic status scale,the learning engagement scale,the scale for parental expectations for education,and the shortform parenting style questionnaire,aims to explore the relationship between a family's socioeconomic status and an individual's learning engagement,as well as the mediating effects of parental expectations for education and parenting styles. The results show the following:(1) There were significant correlations between an individual's learning engagement and a family's socioeconomic status,parental expectations for education,positive parenting styles,or negative parenting styles;(2) a family's socioeconomic status had an indirect effect on an individual 's learning engagement through parental expectations for education,through positive parenting styles,through parental expectations for education plus positive parenting styles,and through parental expectations for education plus negative parenting styles; and (3) parental expectations for education and parenting styles had chain mediating effects on a family's socioeconomic status and an individual's learning engagement.
This study,based on a survey of 496 ninth-grade students with the family socioeconomic status scale,the learning engagement scale,the scale for parental expectations for education,and the shortform parenting style questionnaire,aims to explore the relationship between a family's socioeconomic status and an individual's learning engagement,as well as the mediating effects of parental expectations for education and parenting styles. The results show the following:(1) There were significant correlations between an individual's learning engagement and a family's socioeconomic status,parental expectations for education,positive parenting styles,or negative parenting styles;(2) a family's socioeconomic status had an indirect effect on an individual 's learning engagement through parental expectations for education,through positive parenting styles,through parental expectations for education plus positive parenting styles,and through parental expectations for education plus negative parenting styles; and (3) parental expectations for education and parenting styles had chain mediating effects on a family's socioeconomic status and an individual's learning engagement.
引文
1刘在花.中学生学习投入发展的现状与特点研究.中国特殊教育,2015,(6):71-77
2 BresóE,Schaufeli W B,Salanova M.Can a selfefficacy-based intervention decrease burnout,increase engagement,and enhance performance?Aquasi-experimental study.Higher Education,2011,61(4):339-355
3 Johnson M L,Sinatra G M.Use of task-value instructional inductions for facilitating engagement and conceptual change.Contemporary Educational Psychology,2013,38(1):51-63
4 Skinner E A,Kindermann T A,Furrer C J.A Motivational perspective on engagement and disaffection:Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom.Educational&Psychological Measurement,2009,69(3):493-525
5 41 Schaufeli W B,Salanova M,GonzálezromáV,et al.The measurement of engagement and burnout:A two sample confirmatory factor analytic approach.Journal of Happiness Studies,2002,3(1):71-92
6 Kiuru N,Pakarinen E,Vasalampi K,et al.Taskfocused behavior mediates the associations between supportive interpersonal environments and students'academic performance.Psychological Science,2014,25(4):1018
7 Skinner E A,Chi U.the Learning-Gardens Educational Assessment Group.Intrinsic motivation and engagement as“Active Ingredients”in gardenbased education:Examining models and measures derived from self-determination theory.Journal of Environmental Education,2012,43(1):16-36
8张娜.国内外学习投入及其学校影响因素研究综述.心理研究,2012,5(2):83-92
9 35钟景迅,黄斌.学生社会经济地位的概念、测量及其应用研究综述.全球教育展望,2012,(12):31-39
10 14 38石雷山,陈英敏,侯秀,等.家庭社会经济地位与学习投入的关系:学业自我效能的中介作用.心理发展与教育,2013,29(1):71-78
11 Randolph K A,Fraser M W,Orthner D K.A strategy for assessing the impact of time-varying family risk factors on high school dropout.Journal of Family Issues,2006,27(7):933-950
12 20 Davis-Kean P E.The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment.Journal of Family Psychology,2005,19(2):294-304
13 Bradley R H,Corwyn R F.Socioeconomic status and child development.Annual Review of Psychology,2002,53(3):371-399
15 34 39张云运,骆方,陶沙,等.家庭社会经济地位与父母教育投资对流动儿童学业成就的影响.心理科学,2015,(1):19-26
16 45 Tsui M.Family Income,Home environment,parenting,and mathematics achievement of children in China and the United States.Education&Urban Society,2005,37(3):336-35517
18 Darling N,Steinberg L.Parenting style as context:An integrative model.Psychological Bulletin,1993,113(3):487-496
19 40蒋奖,鲁峥嵘,蒋苾菁,等.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,2010,26(1):94-99
21张茜洋,冷露,陈红君,等.家庭社会经济地位对流动儿童认知能力的影响:父母教养方式的中介作用.心理发展与教育,2017,33(2):153-162
22邓小平,罗秀文,邬雨臻.父母卷入在家庭社会经济地位与学业成就间的中介作用:元分析结构方程模型.心理科学进展,2016,24(12):1844-1853
23顾红磊,刘君,夏天生.家庭社会经济地位对小学生阅读自主性的影响:父母鼓励和阅读动机的中介作用.心理学报,2017,49(8):1063-1071
24乔娜,张景焕,刘桂荣,等.家庭社会经济地位、父母参与对初中生学业成绩的影响:教师支持的调节作用.心理发展与教育,2013,29(5):78-78
25 Sohr-Preston S L,Scaramella L V,Martin M J,et al.Parental socioeconomic status,communication,and children's vocabulary development:A third generation test of the family investment model.Child Development,2013,84(3):1046-1062
26 Masarik A S,Conger R D.Stress and child development:A review of the family stress model.Current Opinion in Psychology,2017,13:85-90
27 Dotterer A M,Iruka I U,Pungello E.Parenting,race,and socioeconomic status:Links to school readiness.Family Relations,2012,61(4):657-670
28周鹏生,吕欢,杨娟娟.藏族初中生父母教养方式与学习投入的关系.中国健康心理学杂志,2015,(7):1071-1074
29 Rawls I.Parenting style,home-based involvement,and educational expectations of black parents:Their roles in the development of pre-literacy readiness of black children.Thesis of Master's Degree.State of Florida:University of South Florida,2007
30刘在花.父母教育期望对中学生学习投入影响机制的研究.中国特殊教育,2015,(9):83-89
31 Susan Sy,John Schulenberg.Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families.International Journal of Behavioral Development,2005,29(6):505-515
32马欣,魏勇.家长教育期望中的“罗森塔尔效应”循环模型探析——基于CEPS的模型检验.新疆社会科学,2017,(1):135-140
33 48 50周皓.家庭社会经济地位、教育期望、亲子交流与儿童发展.青年研究,2013,(3):11-26
36刘保中,张月云,李建新.家庭社会经济地位与青少年教育期望:父母参与的中介作用.北京大学教育评论,2017,13(3):158-176
37徐夫真,张文新,张玲玲.家庭功能对青少年疏离感的影响:有调节的中介效应.心理学报,2009,41(12):1165-1174
42张信勇,卞小华,徐光兴.大学生的学习投入与人格坚韧性的关系.心理研究,2008,01(6):72-76
43周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展,2004,(12):942-942
44李彩娜,董竹,焦思,邹泓.大学生依恋与心理弹性——情绪调节与元情绪的多重中介.心理科学,2016,39(1):83-89
45张卫,李董平,谢志杰.低社会经济地位与儿童发展.华南师范大学学报(社会科学版),2007,(6):104-112
47毕馨文,魏星,王美萍,等.父母受教育水平与青少年学业适应的关系:父母教养与亲子沟通的中介作用.心理科学,2018,(2):330-336
49蔺秀云,王硕,张曼云,等.流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析.北京师范大学学报(社会科学版),2009,(5):41-47
51李金娥.初中生父母教养方式与学习投入、学习倦怠的关系.硕士论文.济南:山东师范大学,2012
2 BresóE,Schaufeli W B,Salanova M.Can a selfefficacy-based intervention decrease burnout,increase engagement,and enhance performance?Aquasi-experimental study.Higher Education,2011,61(4):339-355
3 Johnson M L,Sinatra G M.Use of task-value instructional inductions for facilitating engagement and conceptual change.Contemporary Educational Psychology,2013,38(1):51-63
4 Skinner E A,Kindermann T A,Furrer C J.A Motivational perspective on engagement and disaffection:Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom.Educational&Psychological Measurement,2009,69(3):493-525
5 41 Schaufeli W B,Salanova M,GonzálezromáV,et al.The measurement of engagement and burnout:A two sample confirmatory factor analytic approach.Journal of Happiness Studies,2002,3(1):71-92
6 Kiuru N,Pakarinen E,Vasalampi K,et al.Taskfocused behavior mediates the associations between supportive interpersonal environments and students'academic performance.Psychological Science,2014,25(4):1018
7 Skinner E A,Chi U.the Learning-Gardens Educational Assessment Group.Intrinsic motivation and engagement as“Active Ingredients”in gardenbased education:Examining models and measures derived from self-determination theory.Journal of Environmental Education,2012,43(1):16-36
8张娜.国内外学习投入及其学校影响因素研究综述.心理研究,2012,5(2):83-92
9 35钟景迅,黄斌.学生社会经济地位的概念、测量及其应用研究综述.全球教育展望,2012,(12):31-39
10 14 38石雷山,陈英敏,侯秀,等.家庭社会经济地位与学习投入的关系:学业自我效能的中介作用.心理发展与教育,2013,29(1):71-78
11 Randolph K A,Fraser M W,Orthner D K.A strategy for assessing the impact of time-varying family risk factors on high school dropout.Journal of Family Issues,2006,27(7):933-950
12 20 Davis-Kean P E.The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment.Journal of Family Psychology,2005,19(2):294-304
13 Bradley R H,Corwyn R F.Socioeconomic status and child development.Annual Review of Psychology,2002,53(3):371-399
15 34 39张云运,骆方,陶沙,等.家庭社会经济地位与父母教育投资对流动儿童学业成就的影响.心理科学,2015,(1):19-26
16 45 Tsui M.Family Income,Home environment,parenting,and mathematics achievement of children in China and the United States.Education&Urban Society,2005,37(3):336-35517
18 Darling N,Steinberg L.Parenting style as context:An integrative model.Psychological Bulletin,1993,113(3):487-496
19 40蒋奖,鲁峥嵘,蒋苾菁,等.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,2010,26(1):94-99
21张茜洋,冷露,陈红君,等.家庭社会经济地位对流动儿童认知能力的影响:父母教养方式的中介作用.心理发展与教育,2017,33(2):153-162
22邓小平,罗秀文,邬雨臻.父母卷入在家庭社会经济地位与学业成就间的中介作用:元分析结构方程模型.心理科学进展,2016,24(12):1844-1853
23顾红磊,刘君,夏天生.家庭社会经济地位对小学生阅读自主性的影响:父母鼓励和阅读动机的中介作用.心理学报,2017,49(8):1063-1071
24乔娜,张景焕,刘桂荣,等.家庭社会经济地位、父母参与对初中生学业成绩的影响:教师支持的调节作用.心理发展与教育,2013,29(5):78-78
25 Sohr-Preston S L,Scaramella L V,Martin M J,et al.Parental socioeconomic status,communication,and children's vocabulary development:A third generation test of the family investment model.Child Development,2013,84(3):1046-1062
26 Masarik A S,Conger R D.Stress and child development:A review of the family stress model.Current Opinion in Psychology,2017,13:85-90
27 Dotterer A M,Iruka I U,Pungello E.Parenting,race,and socioeconomic status:Links to school readiness.Family Relations,2012,61(4):657-670
28周鹏生,吕欢,杨娟娟.藏族初中生父母教养方式与学习投入的关系.中国健康心理学杂志,2015,(7):1071-1074
29 Rawls I.Parenting style,home-based involvement,and educational expectations of black parents:Their roles in the development of pre-literacy readiness of black children.Thesis of Master's Degree.State of Florida:University of South Florida,2007
30刘在花.父母教育期望对中学生学习投入影响机制的研究.中国特殊教育,2015,(9):83-89
31 Susan Sy,John Schulenberg.Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families.International Journal of Behavioral Development,2005,29(6):505-515
32马欣,魏勇.家长教育期望中的“罗森塔尔效应”循环模型探析——基于CEPS的模型检验.新疆社会科学,2017,(1):135-140
33 48 50周皓.家庭社会经济地位、教育期望、亲子交流与儿童发展.青年研究,2013,(3):11-26
36刘保中,张月云,李建新.家庭社会经济地位与青少年教育期望:父母参与的中介作用.北京大学教育评论,2017,13(3):158-176
37徐夫真,张文新,张玲玲.家庭功能对青少年疏离感的影响:有调节的中介效应.心理学报,2009,41(12):1165-1174
42张信勇,卞小华,徐光兴.大学生的学习投入与人格坚韧性的关系.心理研究,2008,01(6):72-76
43周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展,2004,(12):942-942
44李彩娜,董竹,焦思,邹泓.大学生依恋与心理弹性——情绪调节与元情绪的多重中介.心理科学,2016,39(1):83-89
45张卫,李董平,谢志杰.低社会经济地位与儿童发展.华南师范大学学报(社会科学版),2007,(6):104-112
47毕馨文,魏星,王美萍,等.父母受教育水平与青少年学业适应的关系:父母教养与亲子沟通的中介作用.心理科学,2018,(2):330-336
49蔺秀云,王硕,张曼云,等.流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析.北京师范大学学报(社会科学版),2009,(5):41-47
51李金娥.初中生父母教养方式与学习投入、学习倦怠的关系.硕士论文.济南:山东师范大学,2012