父母教育期望对四年级学生数学成就的影响:多重中介效应分析
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摘要
以我国西部2745名四年级学生为被试,探究父母教育期望与学生数学成就的关系。结果如下:(1)父母教育期望正向预测学生的数学成就;(2)学生的自我期望、数学学习动机和数学焦虑起积极的中介作用,学习动机—数学焦虑起消极的链式中介作用;(3)父母教育期望对学生数学成就的影响存在民族差异,汉族群体父母教育期望对学生自我期望的预测作用小于少数民族群体,但对学生学习动机的预测作用大于在少数民族群体。
To examine the relation between parent's educational aspirations and student's mathematics achievement, a sample of 2745 fourth graders(1125 Han students and 1620 minority students) from western China was used. The results showed that: 1) Parent's educational aspirations were positively correlated with student's mathematics achievement. 2) Students' self-educational aspirations,mathematics learning motivation and mathematics anxiety played mediating roles in the correlation, and "mathematics learning motivation"-"mathematics anxiety" was a mediational chain. 3) The pathways of parent's educational aspirations influencing mathematics achievement differed significantly between Han students and the minority students. Firstly, the effect of parent's educational aspirations on students' self-educational aspirations was stronger in the minority students than that in Han students;secondly, the effect of parent's educational aspirations on students' learning motivation was weaker in the minority students than that in Han students.
To examine the relation between parent's educational aspirations and student's mathematics achievement, a sample of 2745 fourth graders(1125 Han students and 1620 minority students) from western China was used. The results showed that: 1) Parent's educational aspirations were positively correlated with student's mathematics achievement. 2) Students' self-educational aspirations,mathematics learning motivation and mathematics anxiety played mediating roles in the correlation, and "mathematics learning motivation"-"mathematics anxiety" was a mediational chain. 3) The pathways of parent's educational aspirations influencing mathematics achievement differed significantly between Han students and the minority students. Firstly, the effect of parent's educational aspirations on students' self-educational aspirations was stronger in the minority students than that in Han students;secondly, the effect of parent's educational aspirations on students' learning motivation was weaker in the minority students than that in Han students.
引文
董莉,陈尚宝,闻素霞.(2009).新疆幼儿父母教育观念的特点.中国健康心理学杂志,17(2),177-178.
方杰,温忠麟,张敏强,孙配贞.(2014).基于结构方程模型的多重中介效应分析.心理科学,37(3),735-741.
教育部.(2015).高等教育第三方评估报告(摘要).中华人民共和国教育部.2016-11-07取自http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2015n/xwfb_151204/151204_sfcl/201512/t20151204_222891.html
梁文艳.(2010).“留守”对西部农村儿童学业发展的影响--基于倾向分数配对模型的估计.教育科学,26(5),43-50.
刘保中,张月云,李建新.(2014).社会经济地位、文化观念与家庭教育期望.青年研究,(6),46-55.
刘保中,张月云,李建新.(2015).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,13(3),158-176.
庞维国,徐晓波,林立甲,任友群.(2013).家庭社会经济地位与中学生学业成绩的关系研究.全球教育展望,42(2),12-21.
王婷,刘爱伦.(2005).中学生和家长的期望差异及其亲子关系的调查.教育探索,(1),98-100.
温忠麟,侯杰泰,马什赫伯特.(2004).结构方程模型检验:拟合指数与卡方准则.心理学报,36(2),186-194.
Bandura,A.(1997).Self-efficacy:The exercise of control(pp.36-61).New York:W.H.Freeman and Company.
Benner,A.D.,&Mistry,R.S.(2007).Congruence of mother and teacher educational expectations and low-income youth's academic competence.Journal of Educational Psychology,99(1),140-153.
Davis-Kean,P.E.(2005).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,19(2)294-304.
De Boer,H.,&Van Der Werf,M.P.C.(2015).Influence of misaligned parents'aspirations on long-term student academic performance Educational Research and Evaluation,21(3),232-257.
Essau,C.A.,Leung,P.W.L.,Conradt,J.,Cheng,H.,&Wong,T.(2008)Anxiety symptoms in Chinese and German adolescents:Their relationship with early learning experiences,perfectionism,and learning motivation.Depression and Anxiety,25(9),801-810.
Fan,W.H.,&Williams,C.M.(2010).The effects of parental involvement on students’academic self-efficacy,engagement and intrinsic motivation.Educational Psychology,30(1),53-74.
Gill,S.,&Reynolds,A.J.(1999).Educational expectations and school achievement of urban African American children.Journal of School Psychology,37(4),403-424.
Goyette,K.,&Xie,Y.(1999).Educational expectations of Asian American youths:Determinants and ethnic differences.Sociology of Education,72(1),22-36.
Jeynes,W.H.(2007).The relationship between parental involvement and urban secondary school student academic achievement:A metaanalysis.Urban Education,42(1),82-110.
Khalaila,R.(2015).The relationship between academic self-concept,intrinsic motivation,test anxiety,and academic achievement among nursing students:Mediating and moderating effects.Nurse Education Today,35(3),432-438.
Macher,D.,Paechter,M.,Papousek,I.,&Ruggeri,K.(2012).Statistics anxiety,trait anxiety,learning behavior,and academic performance.European Journal of Psychology of Education,27(4),483-498.
Mc Mullan,M.,Jones,R.,&Lea,S.(2012).Math anxiety,self-efficacy,and ability in British undergraduate nursing students.Research in Nursing&Health,35(2),178-186.
OECD.(2014).PISA 2012 Technical Report(pp.321-323).Paris:OECDPublishing.
Pearce,R.R.(2006).Effects of cultural and social structural factors on the achievement of white and Chinese American students at school transition points.American Educational Research Journal,43(1),75-101.
Reitzes,D.C.,&Mutran,E.(1980).Significant others and self conceptions:Factors influencing educational expectations and academic performance.Sociology of Education,53(1),21-32.
Rutchick,A.M.,Smyth,J.M.,Lopoo,L.M.,&Dusek,J.B.(2009).Great expectations:The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement.Journal of Social and Clinical Psychology,28(3),392-413.
Strand,S.(2011).The limits of social class in explaining ethnic gaps in educational attainment.British Educational Research Journal,37(2),197-229.
Sy,S.S.,&Schulenberg,J.E.(2005).Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families.International Journal of Behavioral Development,29(6),505-515.
Teachman,J.D.,&Paasch,K.(1998).The family and educationa aspirations.Journal of Marriage and Family,60(3),704-714.
Wu,S.S.,Barth,M.,Amin,H.,Malcarne,V.,&Menon,V.(2012).Math anxiety in second and third graders and its relation to mathematics achievement.Frontiers in Psychology,3,162.
Yamamoto,Y.,&Holloway,S.D.(2010).Parental expectations and children's academic performance in sociocultural context.Educational Psychology Review,22(3),189-214.
Zhang,Y.Y.,Haddad,E.,Torres,B.,&Chen,C.S.(2011).The reciprocal relationships among parents’expectations,adolescents’expectations,and adolescents’achievement:A two-wave longitudinal analysis of the NELS data.Journal of Youth and Adolescence,40(4),479-489.
方杰,温忠麟,张敏强,孙配贞.(2014).基于结构方程模型的多重中介效应分析.心理科学,37(3),735-741.
教育部.(2015).高等教育第三方评估报告(摘要).中华人民共和国教育部.2016-11-07取自http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2015n/xwfb_151204/151204_sfcl/201512/t20151204_222891.html
梁文艳.(2010).“留守”对西部农村儿童学业发展的影响--基于倾向分数配对模型的估计.教育科学,26(5),43-50.
刘保中,张月云,李建新.(2014).社会经济地位、文化观念与家庭教育期望.青年研究,(6),46-55.
刘保中,张月云,李建新.(2015).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,13(3),158-176.
庞维国,徐晓波,林立甲,任友群.(2013).家庭社会经济地位与中学生学业成绩的关系研究.全球教育展望,42(2),12-21.
王婷,刘爱伦.(2005).中学生和家长的期望差异及其亲子关系的调查.教育探索,(1),98-100.
温忠麟,侯杰泰,马什赫伯特.(2004).结构方程模型检验:拟合指数与卡方准则.心理学报,36(2),186-194.
Bandura,A.(1997).Self-efficacy:The exercise of control(pp.36-61).New York:W.H.Freeman and Company.
Benner,A.D.,&Mistry,R.S.(2007).Congruence of mother and teacher educational expectations and low-income youth's academic competence.Journal of Educational Psychology,99(1),140-153.
Davis-Kean,P.E.(2005).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,19(2)294-304.
De Boer,H.,&Van Der Werf,M.P.C.(2015).Influence of misaligned parents'aspirations on long-term student academic performance Educational Research and Evaluation,21(3),232-257.
Essau,C.A.,Leung,P.W.L.,Conradt,J.,Cheng,H.,&Wong,T.(2008)Anxiety symptoms in Chinese and German adolescents:Their relationship with early learning experiences,perfectionism,and learning motivation.Depression and Anxiety,25(9),801-810.
Fan,W.H.,&Williams,C.M.(2010).The effects of parental involvement on students’academic self-efficacy,engagement and intrinsic motivation.Educational Psychology,30(1),53-74.
Gill,S.,&Reynolds,A.J.(1999).Educational expectations and school achievement of urban African American children.Journal of School Psychology,37(4),403-424.
Goyette,K.,&Xie,Y.(1999).Educational expectations of Asian American youths:Determinants and ethnic differences.Sociology of Education,72(1),22-36.
Jeynes,W.H.(2007).The relationship between parental involvement and urban secondary school student academic achievement:A metaanalysis.Urban Education,42(1),82-110.
Khalaila,R.(2015).The relationship between academic self-concept,intrinsic motivation,test anxiety,and academic achievement among nursing students:Mediating and moderating effects.Nurse Education Today,35(3),432-438.
Macher,D.,Paechter,M.,Papousek,I.,&Ruggeri,K.(2012).Statistics anxiety,trait anxiety,learning behavior,and academic performance.European Journal of Psychology of Education,27(4),483-498.
Mc Mullan,M.,Jones,R.,&Lea,S.(2012).Math anxiety,self-efficacy,and ability in British undergraduate nursing students.Research in Nursing&Health,35(2),178-186.
OECD.(2014).PISA 2012 Technical Report(pp.321-323).Paris:OECDPublishing.
Pearce,R.R.(2006).Effects of cultural and social structural factors on the achievement of white and Chinese American students at school transition points.American Educational Research Journal,43(1),75-101.
Reitzes,D.C.,&Mutran,E.(1980).Significant others and self conceptions:Factors influencing educational expectations and academic performance.Sociology of Education,53(1),21-32.
Rutchick,A.M.,Smyth,J.M.,Lopoo,L.M.,&Dusek,J.B.(2009).Great expectations:The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement.Journal of Social and Clinical Psychology,28(3),392-413.
Strand,S.(2011).The limits of social class in explaining ethnic gaps in educational attainment.British Educational Research Journal,37(2),197-229.
Sy,S.S.,&Schulenberg,J.E.(2005).Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families.International Journal of Behavioral Development,29(6),505-515.
Teachman,J.D.,&Paasch,K.(1998).The family and educationa aspirations.Journal of Marriage and Family,60(3),704-714.
Wu,S.S.,Barth,M.,Amin,H.,Malcarne,V.,&Menon,V.(2012).Math anxiety in second and third graders and its relation to mathematics achievement.Frontiers in Psychology,3,162.
Yamamoto,Y.,&Holloway,S.D.(2010).Parental expectations and children's academic performance in sociocultural context.Educational Psychology Review,22(3),189-214.
Zhang,Y.Y.,Haddad,E.,Torres,B.,&Chen,C.S.(2011).The reciprocal relationships among parents’expectations,adolescents’expectations,and adolescents’achievement:A two-wave longitudinal analysis of the NELS data.Journal of Youth and Adolescence,40(4),479-489.