不同类型亲子间教育期望差异对初中生学业成绩的影响  

The Effect of Parent-Child Discrepancies in Educational Expectations on Academic Achievement Among Middle School Students

作　　者：王钟潍 任沿静 陈晓晨[1] WANG Zhongwei;REN Yanjing;CHEN Xiaochen(Department of Psychology,Renmin University of China,Beijing 100872;InSpark Psychological Consultation Co.Ltd.,Beijing 100022)

机构地区：[1]中国人民大学心理学系,北京100872 [2]北京燃火花心理咨询有限公司,北京100022

出　　处：《心理与行为研究》2023年第4期496-502,共7页Studies of Psychology and Behavior

基　　金：中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)项目成果(22XNA033)。

摘　　要：以重庆市两所公立中学的888名初一、初二年级学生及其家长为研究对象,采用问卷法考察了不同类型的亲子间教育期望差异对初中生学业成绩的影响,以及家长参与和学业自我概念的中介作用。结果发现:(1)与亲子教育期望一致的情况相比,当实际的父母教育期望高于自我教育期望或感知的父母教育期望低于自我教育期望时,学生的学业成绩更好。(2)实际的父母教育期望高于自我教育期望这一方向的差异,通过家长参与的中介作用影响学业成绩。(3)感知的父母教育期望高于或低于自我教育期望,均通过学业自我概念的中介作用影响学业成绩。With a sample of 888 middle school students and their parents from two public middle schools in Chongqing,the current study examined the impact of different types of parent-child discrepancies in educational expectations on students’academic achievement,as well as the mediating roles of parental involvement and academic self-concept.Results indicated that:1)Achievement of adolescents was higher when their parents held higher expectations than adolescents held or when adolescents perceived that their parents’expectations were lower than their own.2)Parental involvement mediated the link between“actual parents’educational expectations higher than self-educational expectations”and academic achievement.3)Academic self-concept mediated the link between“perceived parents’educational expectations higher than self-educational expectations”and academic achievement,as well as the link between“perceived parents’educational expectations lower than self-educational expectations”and achievement.

关 键 词：亲子间教育期望差异 学业成绩 家长参与 学业自我概念 初中生 

分 类 号：B844[哲学宗教—发展与教育心理学]