父母和青少年在教育期望,关系质量和学习参与度方面的差异:使用响应表面分析的多信息者研究
Youzhi Song1,2, Jianjun Wu1,2,3, Zongkui Zhou1,2
1Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China.
Frontiers in psychology
|April 5, 2024
概括
青少年的高教育期望培养积极的关系和学习参与,无论父母的期望. 青少年感知到的关系质量调解了期望差异和参与之间的联系,而不是父母的感知.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 父母对教育的期望会影响青少年的动力和压力.
- 对期望差异和学习参与度的研究缺乏对关系质量的多视角分析.
研究的目的:
- 检查家长与青少年期望差异和青少年学习参与之间的关联.
- 从两种角度研究父母与子女关系质量的调解作用.
主要方法:
- 在455名中国初中青少年和家长中进行了横截面的多信息者研究.
- 多项式回归与响应表面分析,以评估预期差异和关系质量.
主要成果:
- 青少年的高期望与满意的关系和高参与度相关,无论父母的期望如何.
- 父母的满意度与相互的高期望或父母期望的高于青少年相关.
- 青少年报告的关系质量调解了期望差异与参与关系的关系.
结论:
- 青少年对期望和关系的自我认知对于学习参与至关重要.
- 育儿策略应该考虑青少年对教育期望的看法.
- 多信息人方法提高了对教育中的家长-青少年动态的理解.
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