摘要
为探究家长教育焦虑对其学业沟通及心理控制的影响及亲子关系在其中的作用机制,本文对268名北京市门头沟区初一与高一学生及其家长进行两轮问卷追踪调查(间隔时间四个月)。结构方程模型结果显示:家长教育焦虑正向预测其四个月后的心理控制行为;亲子关系调节了家长教育焦虑对学业沟通行为的预测效应:当亲子关系较差时,家长教育焦虑水平越高,四个月后家长的学业沟通行为越多;但亲子关系较好时,家长教育焦虑与学业沟通行为无显著关联。研究结果表明:良好的亲子关系可以缓冲家长教育焦虑对消极教养行为的消极影响。家长在家庭教育中应注重营造相互支持、信任的亲子关系氛围。
This study tested whether parent-adolescent relationships could moderate the association between middle school parents’educational anxiety and their academic socialization and psychological control.Two waves of surveys were administered among 268 junior and senior high school students and their parents in Mentougou District,Beijing(with an interval of four months).Results showed that:parents’educational anxiety positively predicted their psychological control four months later;parent-adolescent relationships moderated the predictive effects of parental educational anxiety on academic socialization.In families with poor parent-adolescent relationships,educational anxiety was associated with greater increases in parents’tendency to engage in more academic socialization with adolescents over the following four months;however,in families with relatively strong parent-adolescent relationships,no such correlation was found.The results highlight that a strong parent-adolescent relationship can buffer the negative impact of parents'educational anxiety on negative parenting behaviors.In family education,parents should prioritize creating a supportive family climate.
作者
刘泓杉
羿聪
陈淳琳
魏军
LIU Hongshan;YI Cong;CHEN Chunlin;WEI Jun
出处
《中华家教》
2023年第4期30-40,共11页
The Family Education Of China
基金
清华大学长水学习与人类发展研究院资助课题“小学生自主学习力的指标测量与培养策略研究”(2021ILHD005)阶段性研究成果。
关键词
家长教育焦虑
家长学业沟通
心理控制
亲子关系
Parents’Educational Anxiety
Academic Socialization
Psychological Control
Parent-adolescent Relationship
