父母参与与青春期早期学业成绩之间的相互关系:在中国进行了一项为期两年的纵向研究
1Academy of Wellness and Human Development, Faculty of Arts and Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong. yiyang@hkbu.edu.hk.
Journal of youth and adolescence
|October 26, 2024
概括
家长的参与影响青少年的学业成功,自主支持是有益的,行为控制是有害的. 性别影响了这些动态,显示男孩面临更多的控制,有更好的成绩,反映了社会期望.
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:
- 关于特定的家长参与类型和青少年学业表现之间的相互联系的研究有限,特别是考虑到性别差异.
- 现有的研究往往侧重于父母参与的一般影响,忽视了细微的,双向的关系.
研究的目的:
- 调查不同形式的家长参与与青少年学业成绩之间的相互关联.
- 为了检查这些关系如何在中国的背景下不同性别.
主要方法:
- 采用了为期两年的两波纵向研究设计,采用了9449名中国青少年的大型,全国代表性样本.
- 采用交叉滞后的小组模型来分析父母参与和学业成绩之间的双向关系.
主要成果:
- 在家长参与和学业成绩之间发现了显著的相互关系.
- 7年级的自主支持参与积极预测了8年级的学业成绩.
- 父母的行为控制负面预测了学业成绩.
- 观察到的性别差异:与女孩相比,男孩在获得更高的学业成绩后获得了更多的行为控制.
结论:
- 家长的参与和学业成绩对青少年有着动态的,相互影响的影响.
- 自主支持是一个关键的积极因素,而过度的行为控制可能会对学术成果造成损害.
- 性别特定的父母社会化做法仍然存在,加强了当代中国的刻板印象期望.
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