生态视域下家庭教养对儿童学业成就的影响机制

Influence Mechanisms of Parenting Styles on Children’s Academic Achievement: An Ecological Perspective

摘要: 在当前竞争激烈的教育背景下，家庭教养方式是影响儿童学业成就的重要环境因素。本文基于生态系统理论与自我决定理论，梳理了近十年国内外相关研究与理论成果，探讨了家庭教养方式对儿童学业成就的影响及其内在机制。研究首先阐述了Baumrind提出的权威型、专制型、放纵型及Maccoby和Martin补充的忽视型四种家庭教养类型的核心特征；继而分析了不同教养方式与学业成就的关系，发现权威型教养方式与儿童学业成就呈显著正相关，而专制型、放纵型和忽视型教养方式均对学业成就产生不同程度的负面影响。在影响机制层面，研究整合了双重路径：一是心理动力机制，即家庭教养通过满足儿童自主、胜任、归属三大基本心理需求，促进学习动机内化与自我效能感提升；二是环境交互机制，即家庭教养方式通过家校合作的中间系统以及社会文化价值观的宏观系统间接影响学业发展。特别地，本文探讨了中国文化语境下“管”这一本土化教养概念的内涵和影响。基于研究发现，本文从微观系统、中间系统和宏观系统三个层面提出了优化家庭教育实践、促进儿童学业发展的教育建议。

Abstract: In the current highly competitive educational landscape, parenting styles are a crucial environmental factor influencing children’s academic achievement. Based on ecosystem theory and self-determination theory, this study reviews relevant research and theoretical findings from the past decade, both domestically and internationally, to explore the impact of parenting styles on children’s academic achievement and its underlying mechanisms. The study first elaborates on the core characteristics of the four parenting styles proposed by Baumrind—authoritative, authoritarian, permissive—and the neglectful style added by Maccoby and Martin. It then analyzes the relationship between different parenting styles and academic achievement, finding a significant positive correlation between authoritative parenting and children’s academic achievement, while authoritarian, permissive, and neglectful parenting styles all have varying degrees of negative impact on academic achievement. At the level of influencing mechanisms, the study integrates a dual-pathway approach: firstly, a psychodynamic mechanism, where parenting styles promote the internalization of learning motivation and enhance self-efficacy by meeting children’s three basic psychological needs of autonomy, competence, and relatedness; secondly, an environmental interaction mechanism, where parenting styles indirectly influence academic development through the mediating system of home-school cooperation and the macrosystem of socio-cultural values. Specifically, this study explores the connotation and impact of the localized parenting concept of “GUAN” in the Chinese cultural context. Based on the research findings, this study proposes educational suggestions for optimizing family education practices and promoting children’s academic development from the micro-system, meso-system, and macro-system levels.